HyperMOOC: Augmenting MOOC Videos with Concept-based Embedded Visualizations
Fuente:
arXiv
Salvato in:
| Autori principali: | , , , , , , , |
|---|---|
| Natura: | Preprint |
| Pubblicazione: |
2025
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1866910005199896576 |
|---|---|
| author | Ye, Li Wang, Lei Cai, Lihong Yu, Ruiqi Wang, Yong Wang, Yigang Chen, Wei Zhou, Zhiguang |
| author_facet | Ye, Li Wang, Lei Cai, Lihong Yu, Ruiqi Wang, Yong Wang, Yigang Chen, Wei Zhou, Zhiguang |
| contents | Massive Open Online Courses (MOOCs) have become increasingly popular worldwide. However, learners primarily rely on watching videos, easily losing knowledge context and reducing learning effectiveness. We propose HyperMOOC, a novel approach augmenting MOOC videos with concept-based embedded visualizations to help learners maintain knowledge context. Informed by expert interviews and literature review, HyperMOOC employs multi-glyph designs for different knowledge types and multi-stage interactions for deeper understanding. Using a timeline-based radial visualization, learners can grasp cognitive paths of concepts and navigate courses through hyperlink-based interactions. We evaluated HyperMOOC through a user study with 36 MOOC learners and interviews with two instructors. Results demonstrate that HyperMOOC enhances learners' learning effect and efficiency on MOOCs, with participants showing higher satisfaction and improved course understanding compared to traditional video-based learning approaches. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2509_08404 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | HyperMOOC: Augmenting MOOC Videos with Concept-based Embedded Visualizations Ye, Li Wang, Lei Cai, Lihong Yu, Ruiqi Wang, Yong Wang, Yigang Chen, Wei Zhou, Zhiguang Human-Computer Interaction Massive Open Online Courses (MOOCs) have become increasingly popular worldwide. However, learners primarily rely on watching videos, easily losing knowledge context and reducing learning effectiveness. We propose HyperMOOC, a novel approach augmenting MOOC videos with concept-based embedded visualizations to help learners maintain knowledge context. Informed by expert interviews and literature review, HyperMOOC employs multi-glyph designs for different knowledge types and multi-stage interactions for deeper understanding. Using a timeline-based radial visualization, learners can grasp cognitive paths of concepts and navigate courses through hyperlink-based interactions. We evaluated HyperMOOC through a user study with 36 MOOC learners and interviews with two instructors. Results demonstrate that HyperMOOC enhances learners' learning effect and efficiency on MOOCs, with participants showing higher satisfaction and improved course understanding compared to traditional video-based learning approaches. |
| title | HyperMOOC: Augmenting MOOC Videos with Concept-based Embedded Visualizations |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2509.08404 |