...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Computers & education >What motivates university students to like or dislike an educational online video? A sentimental framework
【24h】

What motivates university students to like or dislike an educational online video? A sentimental framework

机译：是什么促使大学生喜欢或不喜欢在线教育视频？感性的框架

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Viewers' rating of educational online videos provides a clue about content quality and is frequently used as filter in video search and recommendation systems. However, it is unclear what motivates students to give a positive or negative rate to an educational video. In the presented study we tried to find out the reasons behind students' ratings. A total of 51 students were asked to rate a total of 54 YouTube's videos and to write using their own words the reasons for each rating. After cleaning the responses, 1602 and 732 reasoning statements for Like or Dislike ratings were analyzed using group concept mapping, respectively. A sentimental framework could be established consisting of six clusters in this order of significance: explanation, technical presentation, content, voice and language, efficiency, and interestingness. Toward generalizing this framework, we investigated the relationship between the online ratings of the selected videos and the active ratings by our students. We found out that the online liking ratio strongly relates to the liking ratio by our students (R-2 = 91.3%). Furthermore, we investigated students' rating tendencies as function of their performance and gender. We found out that higher-performance students are more likely to like or dislike a video, whereas lower-performance students are less determined. The gender only affected the disliking tendency with female students making more use of the corresponding rate. The findings of the study can help students searching for educational videos as well as producers of such videos towards improved content quality and learning outcomes.
机译：观看者对教育性在线视频的评级提供了有关内容质量的线索，并经常用作视频搜索和推荐系统中的过滤器。但是，尚不清楚是什么促使学生对教育视频给予正面或负面的评价。在本研究中，我们试图找出造成学生评分落后的原因。共有51名学生被要求对YouTube上的54部视频进行评分，并用自己的话写下每项评分的原因。清除响应后，分别使用组概念映射分析了“喜欢”或“不喜欢”等级的1602和732推理陈述。可以建立一个由六个集群组成的情感框架，其重要性顺序依次为：解释，技术演示，内容，语音和语言，效率和趣味性。为了推广该框架，我们调查了所选视频的在线评分与学生的有效评分之间的关​​系。我们发现，在线喜欢率与学生的喜欢率密切相关（R-2 = 91.3％）。此外，我们调查了学生的评分倾向与他们的表现和性别的关系。我们发现，成绩优异的学生更喜欢或不喜欢视频，而成绩较差的学生则没有那么坚定。性别仅影响不喜欢的趋势，女学生更多地使用相应的比率。这项研究的结果可以帮助搜索教育视频的学生以及此类视频的制作者提高内容质量和学习成果。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号