Silveira, R. M., & Stiubiener, I., & Ruggiero, W. V. (2015, June), Is a Video Used as Didactic Content Effective in the Learning Process?   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24381

\bibitem{asee_peer_24381}
  Silveira, R. M., \& Stiubiener, I., \& Ruggiero, W. V. (2015, June), \emph{Is a Video Used as Didactic Content Effective in the Learning Process? }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24381

Regina Melo Silveira P.E., Itana Stiubiener Mrs, and Wilson V Ruggiero.  "Is a Video Used as Didactic Content Effective in the Learning Process? ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/24381 Internet.  08 Jun, 2024

\bibitem{asee_peer_24381}
  Regina Melo Silveira P.E., Itana Stiubiener Mrs, and Wilson V Ruggiero.
  "Is a Video Used as Didactic Content Effective in the Learning Process? ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/24381 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_24381
author = "Regina Melo Silveira P.E., Itana Stiubiener Mrs, and Wilson V Ruggiero"
title = "Is a Video Used as Didactic Content Effective in the Learning Process? "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/24381}
number = {10.18260/p.24381}
}

TY  - CPAPER
AB  -       Is a vídeo used as a didactic content effective in the learning process??The tendency is for video usage to grow in coming years and it will become increasingly importantfor institutions that produce and use these multimedia materials for their core activities to configuretheir use in order to evaluate the resources needed.The production of this content requires a sophisticated infrastructure and team to manage the entireprocess, from recording the videos to editing to distribution. Because this process requires time andproduction tends to be expensive, it is important for educational institutions to assess the realbenefit of using video in teaching and learning environments. Based on this finding, we used amonitoring system to verify the student behavior with regards to didactic video material offered,intending to evaluate the degree of knowledge absorption through this media, as well as theirengagement with the subject.There are very few research results on video use and very few tools are available to analyze theeffectiveness from its use in teaching environments and what the real impact on their use in theprocess of learning. There are many studies in marketing and social network analysis, but not ineducational environments.We wish to evaluate the degree of absorption of knowledge through these media, as well asengagement with the subject. The concept of "viewer engagement" can be used in many ways,considering aspects such as usage scenario, age, or user´s cognitive characteristics, or by verifyingthe degree of involvement, using interactive tools and social networks to disseminate information orfeelings about watching the video. In our case, we are more focused on education scenarios, withengineering and computer students.In this paper we present a tool we developed and an experiment we realized with 2 classes, G1 andG2 groups, of engineering and computer courses, totalizing 140 students. In our experiment wetried to create different scenarios that allowed us to estimate the acceptance of the teaching materialin video format, in addition to its impact as an information source. The video was offered through adistance learning environment in which we developed an interface to interact with students,applying them a questionnaire about the subject they were watching, observing if they have had anykind of commentary or any interaction with other students, in the LMS system or in a socialnetwork environment. Continuing the experiment we offered a didactic content in video format toG1 and the same content to G2 group, but in a face-to-face format.At the beginning of the discipline we asked students to realize a learning profile test using a tool wedeveloped and we will present in this paper some preliminary conclusions we achieved by theobservation of some relationship between students learning profile and their performance in thediscipline.
AU  - Regina Melo Silveira P.E.
AU  - Itana Stiubiener Mrs
AU  - Wilson V Ruggiero
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Is a Video Used as Didactic Content Effective in the Learning Process? 
UR  - https://strategy.asee.org/24381
DO  - 10.18260/p.24381
ER  -