TY - GEN
T1 - Examining Q&A of peer tutor learning via online videos
AU - Wu, Qunfang
AU - Huang, Yun
N1 - Publisher Copyright:
Copyright is held by the author/owner(s).
PY - 2018/4/20
Y1 - 2018/4/20
N2 - Peer tutor learning has been effectively adopted in various learning contexts. It draws attention from the CHI community as it has the potential to be advanced through computer-mediated online video technologies. In this paper, we focus on understanding how Q&A (questions and answers) between tutors and their students is used to promote learning using online videos. Building upon our prior work, we designed and implemented a new Q&A interaction. Through conducting a field study and a follow-up survey of 47 graduate students, our research reveals gaps between a peer tutor’s strategy (i.e., question position and knowledge type) and a learner’s preference and answering effort. For example, compared to tutors, learners preferred that questions be inserted in the middle of the videos and that the answers to tacit knowledge-related questions be more numerous and longer than those for explicit knowledge-related questions. The design implications from our findings need to be incorporated into practice and into future research of online videos for peer tutor learning.
AB - Peer tutor learning has been effectively adopted in various learning contexts. It draws attention from the CHI community as it has the potential to be advanced through computer-mediated online video technologies. In this paper, we focus on understanding how Q&A (questions and answers) between tutors and their students is used to promote learning using online videos. Building upon our prior work, we designed and implemented a new Q&A interaction. Through conducting a field study and a follow-up survey of 47 graduate students, our research reveals gaps between a peer tutor’s strategy (i.e., question position and knowledge type) and a learner’s preference and answering effort. For example, compared to tutors, learners preferred that questions be inserted in the middle of the videos and that the answers to tacit knowledge-related questions be more numerous and longer than those for explicit knowledge-related questions. The design implications from our findings need to be incorporated into practice and into future research of online videos for peer tutor learning.
KW - Interface design
KW - Online videos
KW - Peer tutor learning
KW - Q&A
UR - http://www.scopus.com/inward/record.url?scp=85052023628&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85052023628&partnerID=8YFLogxK
U2 - 10.1145/3170427.3188653
DO - 10.1145/3170427.3188653
M3 - Conference contribution
AN - SCOPUS:85052023628
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2018 - Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
T2 - 2018 CHI Conference on Human Factors in Computing Systems, CHI EA 2018
Y2 - 21 April 2018 through 26 April 2018
ER -