Bibliothek

@article{vanderMeij2020,

title = {Effects of embedded questions in recorded lectures},

author = {Hans van der Meij and Linn Bӧckmann },

url = {https://doi.org/10.1007/s12528-020-09263-x},

doi = {10.1007/s12528-020-09263-x},

issn = {1867-1233},

year  = {2020},

date = {2020-09-07},

journal = {Journal of Computing in Higher Education},

abstract = {Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.},

keywords = {embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures},

pubstate = {published},

tppubtype = {article}

}

@article{Blackler2016,

title = {Life Is Too Short to RTFM: How Users Relate to Documentation and Excess Features in Consumer Products},

author = {Alethea L. Blackler and Rafael Gomez and Vesna Popovic and Helen M. Thompson},

url = {http://dx.doi.org/10.1093/iwc/iwu023},

doi = {10.1093/iwc/iwu023},

issn = {0953-5438},

year  = {2016},

date = {2016-01-01},

urldate = {2018-10-20},

journal = {Interacting with Computers},

volume = {28},

number = {1},

pages = {27–46},

abstract = {This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.},

keywords = {A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides},

pubstate = {published},

tppubtype = {article}

}