Which videos are better for the students? Analyzing the student behavior and video metadata

Abstract

Due to its inherent flexibility and adaptability, e-learning has become a versatile and effective educational option, with video-based learning (VBL) enabling asynchronous engagement. Despite the wealth of video resources, evaluating their effectiveness remains challenging. This study employs a comprehensive approach, analyzing student behavior and video metadata to assess educational videos’ efficacy. Metrics such as average playback speed, video and course completion rates, and video metadata were examined using the XuetangX dataset, MOOC- CubeX. Results indicate that viewing patterns are more influenced by students’ choices than by video content. Well-conceptualized videos increase viewing time, with 17 % of students engaging with videos over 30 min if they cover focused topics. While shorter videos generally have higher completion rates, many remain untouched. Playback speed analysis shows a preference for standard speed, with positive correlations between speed and both completion percentage and viewing time. Courses under 5 h are likely to be watched for less than an hour, reflecting brief viewing durations. Metadata analysis reveals that generic titles may deter engagement, underscoring the importance of precise tagging and content relevance for enhancing student interaction.

Keywords

• Video-based learning
• Online learning
• Learning analytics
• Student behavior
• Video concepts