Investigating Students’ Use of Lecture Videos: Learning Analytics vs. Self-Evaluation Surveys


  • Ying-Ying Kuo George Mason University
  • Judy Luo George Mason University
  • Jennifer Brielmaier George Mason University



This presentation examines studentsâ use of lecture videos through two approaches -- (1) studentsâ real usages of lecture videos as collected from Blackboard, a learning management system which can track studentsâ activities and store every click in its backend database or in the web server log file, and (2) a self-evaluation of studentsâ study strategies in the course survey at the end of the semester.   This study was conducted in a fully online psychology course taught in Fall 2014, Summer 2015, and Fall 2015. The course included 76 streaming lecture videos ranging from 3.5 to 30 minutes. A comparison between these two sets of data was examined and discussed in this presentation.

The preliminary analysis revealed that most studentsâ study strategies reported on the survey were consistent with their real usages on the Blackboard course site.  However, survey data could not explain which lecture videos students had watched and how frequently students watched videos. Learning analytics can support instructors in understanding how students used videos, when they watched, and which videos were watched most.  The data also implied that studentsâ final grades and learning satisfaction associated with their usage of lecture videos.  As compared to survey data, the evidence indicated that learning analytics can give more detailed and accurate descriptions about studentsâ learning behaviors. This presentation will share the limitations of either method. 

This presentation will benefit both undergraduate and graduate courses whose instructors plan to use surveys or learning analytics to understand their studentsâ learning behaviors and study strategies.

Author Biographies

Ying-Ying Kuo, George Mason University

Dr. Ying-Ying Kuo works as an instructional designer for Information Technology Services at GMU. àShe has been working with instructors in various disciplines on developing fully online courses and supports faculty with technology integration.à She is very enthusiastic in educational research and formative and summative evaluations.à She works with instructors to collect data to improve the course design and the quality of teaching and learning. Her research uses both qualitative and quantitative method and multivariate data analysis. ààà

Judy Luo, George Mason University

Web Applications Developer, Information Technology Services

Jennifer Brielmaier, George Mason University

Department of Psychology

**2016 GMU Teaching Excellence Award**