An intervention framework for developing interactive video lectures based on video clickstream behavior: a quasi-experimental evaluation

Yurum O. R. , Yildirim S., TAŞKAYA TEMİZEL T.

INTERACTIVE LEARNING ENVIRONMENTS, 2022 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/10494820.2022.2042312
  • Journal Indexes: Social Sciences Citation Index, Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Keywords: Video clickstream behavior, interactive video, learning analytics, intervention framework, video lecture, LEARNING ANALYTICS, ENGAGEMENT, STUDENTS


The purpose of this study is to develop an intervention framework based on video clickstream interactions for delivering superior user experience for video lectures. Apart from existing studies on data-driven interventions, this study focuses on video clickstream interactions to identify timely interventions for creating interactive video lectures. First, a framework was developed through an exploratory experiment, in which 29 students' clickstream behaviors were tracked on an online platform and then individual interviews were held with 17 of the students and a subject-matter expert. The framework shows how click types are transformed into interactive elements with five question types (where, why, which, how, what). It includes click types, click reasons, interventions, actions, and interactive elements. Then, a quasi-experimental study was performed with 18 students to investigate the effect of the proposed framework on the students' satisfaction and engagement. The results showed that students' satisfaction significantly increased for interactive videos created using the proposed framework when motivation was controlled. In addition, students' frequency to go back to important points decreased significantly in interactive videos, whilst students' frequency to skip unimportant points increased significantly in interactive videos. In conclusion, the proposed framework can be used to transform linear videos to interactive videos.