Investigating Engagement with In-Video Quiz Questions in a Programming Course


In-video quizzes are common in many distance learning platforms, as well as those from Coursera and EdX. However, the effectiveness of in-video quizzes has not previously been assessed. During this paper, we tend to describe the construction and instrumentation of an Interactive Video Lecture Platform to live student engagement with in-video quizzes. We tend to conjointly investigate the employment of in-video quizzes as an approach to mitigate the dearth of feedback out there to students and lecturers in videos and ancient lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz queries embedded directly among the video. We have a tendency to observed that student engagement with in-video queries was consistently high (seventy one-86 percent) across 2 cohorts ( = eighty one, = eighty four) with a rate of 1 question per minutes of video. We tend to identified 3 broad levels of engagement with the quiz queries and four motivations, as well as challenge seeking and completionism, which make a case for a number of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in making an engaging and interactive mode of content delivery. We tend to recommend that in-video quizzes be used to extend the interactivity of video content as well as supporting formative assessment at intervals a flipped classroom setting.

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