Continuous evaluation of video lectures from real-time difficulty self-report

Namrata Srivastava, Eduardo Velloso, Jason M. Lodge, Sarah Erfani, James Bailey

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

15 Citations (Scopus)


With the increased reach and impact of video lectures, it is crucial to understand how they are experienced. Whereas previous studies typically present questionnaires at the end of the lecture, they fail to capture students’ experience in enough granularity. In this paper we propose recording the lecture difficulty in real-time with a physical slider, enabling continuous and fine-grained analysis of the learning experience. We evaluated our approach in a study with 100 participants viewing two variants of two short lectures. We demonstrate that our approach helps us paint a more complete picture of the learning experience. Our analysis has design implications for instructors, providing them with a method that helps them compare their expectations with students’ beliefs about the lectures and to better understand the specific effects of different instructional design decisions.

Original languageEnglish
Title of host publicationProceedings of the 2019 CHI Conference on Human Factors in Computing Systems
EditorsAnna Cox, Vassilis Kostakos
Place of PublicationNew York NY USA
PublisherAssociation for Computing Machinery (ACM)
Number of pages12
ISBN (Electronic)9781450359702
Publication statusPublished - 2019
Externally publishedYes
EventInternational Conference on Human Factors in Computing Systems 2019 - Glasgow, United Kingdom
Duration: 4 May 20199 May 2019
Conference number: 37th (Website) (Proceedings)


ConferenceInternational Conference on Human Factors in Computing Systems 2019
Abbreviated titleCHI 2019
Country/TerritoryUnited Kingdom
Internet address


  • Audio-visual instruction
  • E-learning
  • Education
  • Video lectures

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