Unterschiede
Hier werden die Unterschiede zwischen zwei Versionen angezeigt.
Nächste ÜberarbeitungBeide Seiten der Revision | |||
arbeiten:learning_video_quality [03.11.2020 18:11] – Erstellt mit dem Formular arbeiten:anlegen Andreas Schmid | arbeiten:learning_video_quality [04.11.2020 11:40] – Andreas Schmid | ||
---|---|---|---|
Zeile 21: | Zeile 21: | ||
=== Hintergrund === | === Hintergrund === | ||
- | TBD | + | The internet grants free and quick access to educational content for anyone. |
+ | Especially video platforms like [YouTube](https:// | ||
+ | |||
+ | Due to the current Covid-19 pandemic, most university courses have also shifted from a classical classroom or lab context to an online format. | ||
+ | While some courses and lectures are still taught in real time via live streaming or video conferences, | ||
+ | |||
+ | But even though university lecturers have undoubtedly vast knowledge of their field, their skills, experience, and equipment needed for proper media production might be insufficient [1]. | ||
+ | But how does the production quality of educational videos actually influence student' | ||
=== Zielsetzung der Arbeit === | === Zielsetzung der Arbeit === | ||
- | TBD | + | This work aims to find out how the audio and video quality of educational videos influence how good viewers understand its content. |
+ | One way of approaching this question might be a controlled user study in which participants are shown educational videos of different quality levels. | ||
+ | Content understanding could be observed with a short test after the video. | ||
+ | |||
+ | Another interesting contribution would be to investigate how well university lecturers are actually equipped for the production of educational videos and how the Covid-crisis has changed this. | ||
=== Konkrete Aufgaben === | === Konkrete Aufgaben === | ||
Zeile 33: | Zeile 44: | ||
=== Erwartete Vorkenntnisse === | === Erwartete Vorkenntnisse === | ||
- | TBD | + | * media production (recommended) |
+ | * survey and study design | ||
=== Weiterführende Quellen === | === Weiterführende Quellen === | ||
- | TBD | + | [1] Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, |