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A Platform that Integrates Quizzes into Videos
Robin Woll, Sven Buschbeck, Tino Steffens, Pascal Berrang, Jörn Loviscach
How can we bring together people in person to learn
We want to encourage students to learn by teaching.
Therefore, we are working on functions to offer and
seek private tutoring in a virtual (or no longer virtual)
community. We consider implementing peer-to-peer
support: A user with excellent performance may sign up
to automatically be recommended as an online tutor. This
could be achieved by promoting Google Helpouts as well
as tutoring in person. In addition, we want to integrate
communication channels such as forums, chats and
instant messaging.
How do we teach best with quizzes
The vital question in education that we can now begin
to address with our platform is which type and which level
of quiz is to be used at what point. Some aspects include
whether to insert delayed quizzes in the spirit of “spaced
practice” (Williams, 2013), possibly with personalized
spacing (Lindsey et al., 2014). This is particular-ly challenging,
as such an intervention seems to contradict the
idea of “flow”. Addressing the application of our platform
in universities, we also want to examine whether we can
foster higher-order thinking rather than the memorization
of facts and skills.
Conclusion and Outlook
We have built a platform for integrating quizzes with videos
that has successfully stood a test with several hundred
users. Shortly, several other courses will be added
and announced to the general public. Whereas we have
achieved a density of quizzes that is beyond that of regular
MOOCs, we want to support the real-time produc-tion
of quizzes, further improve our editor, and to open the
platform for crowdsourcing. Concerning educational outcomes
more directly, we are now starting to conduct experiments
on the optimum usage of quizzes.
References
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a good way: creating desirable difficul-ties to enhance learning. In M.
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and the real world (pp. 56–64). New York: Worth Publishers.
Lindsey. R.V., Shroyer, J. D., Pashler, H., & Mozer, M. C. (2014). Improving
students’ long-term knowledge retention through personalized
review. To appear in: Psychological Science.
Little, J. L, Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice
tests exonerated, at least of some charges. Psychological Science,
23(11), 1337–1344.
Loviscach, J. (2013). The Inverted Classroom Model: Where to go from
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Oldenbourg.
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investment of mental effort in learning as a function of perceptions
and attributions. J. of Educational Psychology, 76(4), 647-658.
Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory
tests reduce mind wandering and improve learning of online lectures.
Proc. Natl. Acad. Sci. U.S.A. 110, 6313–6317.
Williams, J. J. (2013). Applying cognitive science to online learning.
NIPS Workshop on Data Driven Educa-tion. http://lytics.stanford.edu/
datadriveneducation/ (as of Dec. 28, 2013).
Research Track |159