Effective interactive video assignments and rewatch analytics for online flipped classrooms

In this paper, a preliminary case study of gauging effectiveness of educational videos is conducted on a sample video created for freshman batch of novice electrical engineering students. The video was assigned in flipped classroom mode, a learner-centered pedagogical model, as a video assignment to students with five interleaved knowledge check questions. The 'engagement' of the student with the video material can be gauged in terms of both watchtime and number of times a particular section of the video was rewatched, along with the obtained score. The proposed hypothesis is that the placement of knowledge check questions along with the complexity of the topic covered together can be correlated with the number of times a section of the video is, or needs to be, rewatched by the student. Observations for 25 novice students are correlated with ground truth of complexity proposed by the instructor, and suggests that in addition to the knowledge checkpoints and complexity, elements of storytelling in pedagogy also play an interesting role in determining engagement of the learner with the video material.