Using Time-Anchored Peer Comments to Enhance Social Interaction in Online Educational Videos



                                    The interface of our system used in the experiment





Online learning is increasingly prevalent as an option for selflearning and as a resource for instructional design. 

Prerecorded  video  is  currently  the  main  medium of online  education content  delivery  and  instruction; this

affords  asynchronicity  and  flexibility, and  enables  the  dissemination  of lecture  content in a distributed  and

scalable  manner.  However, the  same  properties  may  impede  learners’ engagement  due to the  lack of  social

interaction and peer support.   In this paper, we propose a  time-anchored commenting interface to allow online

learners who watch the same video clips to exchange comments on them. Comments left by previous learners at

specific  time points  of a video are displayed to  new learners when they  watch the  same video and  reach those

time  points.  We  investigated  how  the  display  of  timeanchored  comments  (dynamic  or  static)  and  type of

comments   ( content-related  or  social-oriented )   influenced  users’   perceived  engagement,   perceived  social 

interactivity,  and  learning outcomes.  Our results  show that  dynamically displaying  time-anchored comments

can indeed  enhance learners’ perceived  social interactivity.  Moreover, the  content of comments  would further

affect  learners’  intention of  commenting.  Based on  our findings, we  make  various  recommendations  for  the

improvement of social interaction and learning experience in online education.




Ÿ       Yi-Chieh Lee, Wen-Chieh Lin, Fu-Yin Cherng, Hao-Chuan Wang, Ching-Ying Sung, Jung-Tai King, “Using
 Time-Anchored Peer Comments to Enhance Social Interaction in Online Educational Videos
”, ACM Confe-
rence on Human Factors in Computing Systems 2015 (CHI).


Additional results