Social navigation in web lectures a study of virtPresenter
Identifieur interne : 001C20 ( Istex/Corpus ); précédent : 001C19; suivant : 001C21Social navigation in web lectures a study of virtPresenter
Auteurs : O. Brdiczka ; Robert Mertens ; Markus Ketterl ; Peter BrusilovskySource :
- Interactive Technology and Smart Education [ 1741-5659 ] ; 2010-09-07.
Abstract
Purpose Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in timebased learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom. Designmethodologyapproach This paper presents results obtained from a twoterm classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprintbased social navigation approach for timebased continuous media such as web lectures. Findings The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive. Originalityvalue Social navigation has primarily been implemented and researched in traditional text and picturebased hypermedia. This paper presents an actual user study of footprintbased social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for timebased media.
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DOI: 10.1108/17415651011071640
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ISTEX:77FA348989C2F13CEEAA6514AC5152BCADF33BADLe document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Social navigation in web lectures a study of virtPresenter</title><author wicri:is="90%"><name sortKey="Brdiczka, O" sort="Brdiczka, O" uniqKey="Brdiczka O" first="O." last="Brdiczka">O. Brdiczka</name></author><author><name sortKey="Mertens, Robert" sort="Mertens, Robert" uniqKey="Mertens R" first="Robert" last="Mertens">Robert Mertens</name><affiliation><mods:affiliation>Fraunhofer IAIS, Sankt Augustin, Germany</mods:affiliation></affiliation></author><author><name sortKey="Ketterl, Markus" sort="Ketterl, Markus" uniqKey="Ketterl M" first="Markus" last="Ketterl">Markus Ketterl</name><affiliation><mods:affiliation>Center of Information Management and Virtual Teaching, University of Osnabrck, Osnabrck, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brusilovsky, Peter" sort="Brusilovsky, Peter" uniqKey="Brusilovsky P" first="Peter" last="Brusilovsky">Peter Brusilovsky</name><affiliation><mods:affiliation>School of Information Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:77FA348989C2F13CEEAA6514AC5152BCADF33BAD</idno><date when="2010" year="2010">2010</date><idno type="doi">10.1108/17415651011071640</idno><idno type="url">https://api.istex.fr/document/77FA348989C2F13CEEAA6514AC5152BCADF33BAD/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001C20</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001C20</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Social navigation in web lectures a study of virtPresenter</title><author wicri:is="90%"><name sortKey="Brdiczka, O" sort="Brdiczka, O" uniqKey="Brdiczka O" first="O." last="Brdiczka">O. Brdiczka</name></author><author><name sortKey="Mertens, Robert" sort="Mertens, Robert" uniqKey="Mertens R" first="Robert" last="Mertens">Robert Mertens</name><affiliation><mods:affiliation>Fraunhofer IAIS, Sankt Augustin, Germany</mods:affiliation></affiliation></author><author><name sortKey="Ketterl, Markus" sort="Ketterl, Markus" uniqKey="Ketterl M" first="Markus" last="Ketterl">Markus Ketterl</name><affiliation><mods:affiliation>Center of Information Management and Virtual Teaching, University of Osnabrck, Osnabrck, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brusilovsky, Peter" sort="Brusilovsky, Peter" uniqKey="Brusilovsky P" first="Peter" last="Brusilovsky">Peter Brusilovsky</name><affiliation><mods:affiliation>School of Information Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Interactive Technology and Smart Education</title><idno type="ISSN">1741-5659</idno><imprint><publisher>Emerald Group Publishing Limited</publisher><date type="published" when="2010-09-07">2010-09-07</date><biblScope unit="volume">7</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="181">181</biblScope><biblScope unit="page" to="196">196</biblScope></imprint><idno type="ISSN">1741-5659</idno></series><idno type="istex">77FA348989C2F13CEEAA6514AC5152BCADF33BAD</idno><idno type="DOI">10.1108/17415651011071640</idno><idno type="filenameID">3630070304</idno><idno type="original-pdf">3630070304.pdf</idno><idno type="href">17415651011071640.pdf</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">1741-5659</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">Purpose Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in timebased learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom. Designmethodologyapproach This paper presents results obtained from a twoterm classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprintbased social navigation approach for timebased continuous media such as web lectures. Findings The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive. Originalityvalue Social navigation has primarily been implemented and researched in traditional text and picturebased hypermedia. This paper presents an actual user study of footprintbased social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for timebased media.</div></front></TEI><istex><corpusName>emerald</corpusName><editor><json:item><name>O. Brdiczka</name></json:item></editor><author><json:item><name>O. Brdiczka</name></json:item><json:item><name>Robert Mertens</name><affiliations><json:string>Fraunhofer IAIS, Sankt Augustin, Germany</json:string></affiliations></json:item><json:item><name>Markus Ketterl</name><affiliations><json:string>Center of Information Management and Virtual Teaching, University of Osnabrck, Osnabrck, Germany</json:string></affiliations></json:item><json:item><name>Peter Brusilovsky</name><affiliations><json:string>School of Information Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Internet</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Lectures</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>User interfaces</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Learning</value></json:item></subject><language><json:string>eng</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>Purpose Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in timebased learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom. Designmethodologyapproach This paper presents results obtained from a twoterm classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprintbased social navigation approach for timebased continuous media such as web lectures. Findings The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive. Originalityvalue Social navigation has primarily been implemented and researched in traditional text and picturebased hypermedia. This paper presents an actual user study of footprintbased social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for timebased media.</abstract><qualityIndicators><score>9.916</score><pdfVersion>1.3</pdfVersion><pdfPageSize>521.575 x 680.315 pts</pdfPageSize><refBibsNative>true</refBibsNative><keywordCount>4</keywordCount><abstractCharCount>1675</abstractCharCount><pdfWordCount>6280</pdfWordCount><pdfCharCount>39535</pdfCharCount><pdfPageCount>16</pdfPageCount><abstractWordCount>243</abstractWordCount></qualityIndicators><title>Social navigation in web lectures a study of virtPresenter</title><refBibs><json:item><host><pages><last>805</last><first>799</first></pages><author></author><title>Encyclopedia of Computer Science</title></host></json:item><json:item><host><author></author><title>Enriching everyday experiences through the automated capture and access of live experiences eClass building, observing and understanding the impact of capture and access in an educational domain</title></host></json:item><json:item><host><author></author><title>Social information access the other side of the social web</title></host></json:item><json:item><host><author></author><title>Social adaptive navigation support for open corpus electronic textbooks</title></host></json:item><json:item><host><author></author><title>Social information access for the rest of us an exploration of social YouTube</title></host></json:item><json:item><author><json:item><name>A. 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Vornberger</name></json:item></author><host><volume>4</volume><pages><last>66</last><first>. 55</first></pages><issue>1</issue><author></author><title>International Journal of Interactive Technology and Smart Education ITSE</title></host><title>The virtPresenter lecture recording system automated production of web lectures with interactive content overviews</title></json:item><json:item><author><json:item><name>R. Mertens</name></json:item><json:item><name>P. Brusilovsky</name></json:item><json:item><name>S. Ishchenko</name></json:item><json:item><name>O. 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virtPresenter</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Emerald Group Publishing Limited</publisher><availability><p>© Emerald Group Publishing Limited</p></availability><date>2010</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Social navigation in web lectures a study of virtPresenter</title><author xml:id="author-1"><persName><forename type="first">O.</forename><surname>Brdiczka</surname></persName></author><editor><persName><forename type="first">O.</forename><surname>Brdiczka</surname></persName></editor><author xml:id="author-3"><persName><forename type="first">Robert</forename><surname>Mertens</surname></persName><affiliation>Fraunhofer IAIS, Sankt Augustin, Germany</affiliation></author><author xml:id="author-4"><persName><forename type="first">Markus</forename><surname>Ketterl</surname></persName><affiliation>Center of Information Management and Virtual Teaching, University of Osnabrck, Osnabrck, Germany</affiliation></author><author xml:id="author-5"><persName><forename type="first">Peter</forename><surname>Brusilovsky</surname></persName><affiliation>School of Information Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA</affiliation></author></analytic><monogr><title level="j">Interactive Technology and Smart Education</title><idno type="pISSN">1741-5659</idno><idno type="DOI">10.1108/itse</idno><imprint><publisher>Emerald Group Publishing Limited</publisher><date type="published" when="2010-09-07"></date><biblScope unit="volume">7</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="181">181</biblScope><biblScope unit="page" to="196">196</biblScope></imprint></monogr><idno type="istex">77FA348989C2F13CEEAA6514AC5152BCADF33BAD</idno><idno type="DOI">10.1108/17415651011071640</idno><idno type="filenameID">3630070304</idno><idno type="original-pdf">3630070304.pdf</idno><idno type="href">17415651011071640.pdf</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2010</date></creation><langUsage><language ident="en">en</language></langUsage><abstract><p>Purpose Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in timebased learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom. Designmethodologyapproach This paper presents results obtained from a twoterm classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprintbased social navigation approach for timebased continuous media such as web lectures. Findings The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive. Originalityvalue Social navigation has primarily been implemented and researched in traditional text and picturebased hypermedia. This paper presents an actual user study of footprintbased social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for timebased media.</p></abstract><textClass><keywords scheme="keyword"><list><head>keywords</head><item><term>Internet</term></item><item><term>Lectures</term></item><item><term>User interfaces</term></item><item><term>Learning</term></item></list></keywords></textClass><textClass><keywords scheme="Emerald Subject Group"><list><label>cat-EDUN</label><item><term>Education</term></item><label>cat-TLNG</label><item><term>Technology & learning</term></item></list></keywords></textClass><textClass><keywords scheme="Emerald Subject Group"><list><label>cat-IKM</label><item><term>Information & knowledge management</term></item><label>cat-ICT</label><item><term>Information & communications technology</term></item><label>cat-ISYS</label><item><term>Information systems</term></item><label>cat-CTEG</label><item><term>Communications technology</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2010-09-07">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/77FA348989C2F13CEEAA6514AC5152BCADF33BAD/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus emerald not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:document><!-- Auto generated NISO JATS XML created by Atypon out of MCB DTD source files. 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With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in time‐based learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom.</p></sec><sec><title content-type="abstract-heading">Design/methodology/approach</title><x> – </x><p>This paper presents results obtained from a two‐term classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprint‐based social navigation approach for time‐based continuous media such as web lectures.</p></sec><sec><title content-type="abstract-heading">Findings</title><x> – </x><p>The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive.</p></sec><sec><title content-type="abstract-heading">Originality/value</title><x> – </x><p>Social navigation has primarily been implemented and researched in traditional text‐ and picture‐based hypermedia. This paper presents an actual user study of footprint‐based social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for time‐based media.</p></sec></abstract><kwd-group><kwd>Internet</kwd><x>, </x><kwd>Lectures</kwd><x>, </x><kwd>User interfaces</kwd><x>, </x><kwd>Learning</kwd></kwd-group><custom-meta-group><custom-meta><meta-name>peer-reviewed</meta-name><meta-value>no</meta-value></custom-meta><custom-meta><meta-name>academic-content</meta-name><meta-value>yes</meta-value></custom-meta><custom-meta><meta-name>rightslink</meta-name><meta-value>included</meta-value></custom-meta></custom-meta-group></article-meta><ack><p>This research was partly supported by the National Science Foundation under Grant No. 0447083. The authors would like to thank Rosta Farzan from the University of Pittsburgh for her help in collecting the usage data for this article and her generous advice.</p></ack></front><body><sec><title>1. Introduction</title><p>Web lectures play an increasingly important role in the e‐Learning portfolio of many universities. While this kind of media comes with a number of benefits such as a multimedia learning experience and relatively low production costs per learning unit (<xref ref-type="bibr" rid="b22">Mertens, 2007</xref>), educational applications of time‐based media require efficient navigation approaches. Without efficient navigation, the advantages of web lectures cannot be leveraged to their full extent. Unfortunately, entertainment‐oriented interfaces, the currently dominating application of time‐based media, offer only very primitive playback interfaces. For songs and movies, fine‐grained navigation (such as navigating to distinct passages) is not very important since people typically want to replay the whole song or movie. However, the use of a web lecture as a fully fledged educational tool demands elaborated search and navigation tools. While the navigation problem for web lectures has already been tackled by a number of approaches like those described in <xref ref-type="bibr" rid="b17">Hürst (2004)</xref>, <xref ref-type="bibr" rid="b32">Ziewer (2006)</xref>, and <xref ref-type="bibr" rid="b22">Mertens (2007)</xref>, an intrinsic property of time‐based media still poses a considerable problem when every day use of web lectures is concerned. The main challenge for all navigational tools for web lectures is helping the user to locate the most useful parts of a long lecture, those that can help to solve a problem or to answer a question. In case of static text, relevant fragments can frequently be located by skimming and scanning, which are essential skills for understanding texts that allow readers to get a rough idea of a text's content at a glance (<xref ref-type="bibr" rid="b20">Leane, 2002</xref>). However, video and audio documents cannot be easily skimmed or scanned. This problem motivated one of the popular navigational tools for web lectures – accelerated replay of a recorded lecture's audio track. This technique is supported by interfaces described in He <italic>et al.</italic> (2000) and <xref ref-type="bibr" rid="b18">Hürst <italic>et al.</italic> (2001)</xref>. Other approaches include filtering out speech pauses (<xref ref-type="bibr" rid="b21">Li <italic>et al.</italic>, 2000</xref>) or allowing users to skip predefined brief intervals of a recording (<xref ref-type="bibr" rid="b28">Moses <italic>et al.</italic>, 2002</xref>). While these approaches enable users to browse the content more effectively, they still do not free the users from actually having to watch unnecessary passages of the recordings albeit in an accelerated fashion.</p><p>An alternative approach is the provision of elaborated search tools for finding relevant content. Such systems as BMRC Lecture Browser (<xref ref-type="bibr" rid="b30">Rowe <italic>et al.</italic>, 2001</xref>), eClass (<xref ref-type="bibr" rid="b2">Brotherton, 2001</xref>), or E‐Learning Navigator (<xref ref-type="bibr" rid="b9">Dorai <italic>et al.</italic>, 2001</xref>) have served as testbeds for the use of audio transcripts as a basis for full text search in recorded lectures. <xref ref-type="bibr" rid="b17">Hürst (2004)</xref> describes a number of different interfaces for search result retrieval from transcript‐based full text search in lecture transcripts. Given the fact that word error rates for automatic speech recognition can be as high as 45 percent for recorded lectures due to the acoustic qualities of lecture halls and standard recording equipment (<xref ref-type="bibr" rid="b29">Munteanu <italic>et al.</italic>, 2006</xref>), automatic transcripts of recorded lectures do, however, not provide a usable basis for scanning and skimming in all cases. Understanding the transcribed text is aggravated by the lack of structural elements such as headlines or paragraphs in automatically generated transcripts. Another shortcoming of search‐focused access interfaces is the lack of browsing support and at‐a‐glance understanding of web lecture content.</p><p>The most popular, although technically challenging, approach is providing a slide‐based overview of the lecture and connecting lecture slides to the passages in the recording in which they had been shown. This approach supports both efficient browsing and at‐a‐glance content assessment. Slide‐based overviews help users to locate potentially interesting parts of a recording more easily. Yet, it is still a challenge to assess how far the lecture actually covered the topic of the slide and whether the respective part of the recording is relevant to their current learning goal. The reason for this is that the lecturer might have chosen to just briefly touch the topic or the discussion of the topic might be at a level inappropriate to the students' current needs.</p><p>This paper explores a very different approach to help users of web lectures. It is based on the ideas of social navigation. Social navigation is an approach originally developed for navigating link‐based information spaces like the world wide web (<xref ref-type="bibr" rid="b31">Wexelblat and Mayes, 1999</xref>). The idea behind the approach is that traces of one user's interaction with a website might help another user to decide what link to follow next. The social navigation approach has been already explored in e‐Learning context by a few projects such as EDUCO (<xref ref-type="bibr" rid="b19">Kurhila <italic>et al.</italic>, 2002</xref>), Knowledge Sea II (<xref ref-type="bibr" rid="b10">Farzan and Brusilovsky, 2005</xref>), and AnnotatED (<xref ref-type="bibr" rid="b12">Farzan and Brusilovsky, 2008a</xref>). While all existing social navigation approaches deal with link‐based hypertext, we believe that social navigation is also a promising way for helping users to find information in continuous media such as web lectures. This way users can take advantage of the knowledge about the video's contents gathered by others instead of having to process the whole video themselves. The challenge addressed in this paper is to adapt the ideas of social navigation developed for hypertext to the time‐based continuous nature of web lectures. This paper presents our attempt to develop a navigation interface for web lectures enhanced with social navigation support. The interface has been implemented as a component of the <italic>virtPresenter</italic> web lecture system (<xref ref-type="bibr" rid="b27">Mertens <italic>et al.</italic>, 2004</xref>). We ran a two‐semester‐long classroom study of the social navigation interface in a graduate class on interactive systems design (INFSCI 2470 – Interactive Systems Design) at the University of Pittsburgh. The results of this study are also presented in this paper.</p><p>The paper is organized as follows: section 2 gives a brief overview of related work. Section 3 describes the web lecture interface used and the integration of social navigation in this interface. Section 4 covers technical details of the underlying web lecture system in order to illustrate how usage data was gathered during the evaluation of the system. A discussion of the conclusions that can be drawn from these data is given in section 5. In section 6, results from surveys taken in both terms where the interface was employed are presented. The paper concludes with an overall discussion of the results obtained with the social navigation interface and provides perspectives for future research on social navigation in web lectures.</p></sec><sec><title>2. Related work and terminology</title><sec><title>Social navigation</title><p>Social navigation (<xref ref-type="bibr" rid="b7">Dieberger <italic>et al.</italic>, 2000</xref>) is a specific kind of social information access, a stream of research that explores methods for organizing users' past interaction with an information system (known as explicit and implicit feedback), in order to provide better access to information for future users of the system (<xref ref-type="bibr" rid="b3">Brusilovsky, 2008</xref>). Social navigation in its early forms attempted to visualize the aggregated or individual actions of community users. The motivation behind this work was that these “footprints” can help community users to navigate through information space. The ideas of social navigation are frequently traced back to the pioneering Read Wear and Edit Wear system (<xref ref-type="bibr" rid="b16">Hill <italic>et al.</italic>, 1992</xref>). This system visualized the history of authors' and readers' interactions with a document enabling new users to quickly locate the most viewed or edited parts of the document. Different social information access techniques are typically categorized by three aspects:</p><list list-type="order"><list-item><label>(1) </label><p>which kind of past user behavior it collects;</p></list-item><list-item><label>(2) </label><p>how these traces are processed to form “community wisdom”; and</p></list-item><list-item><label>(3) </label><p>how this information is used to enhance user information access.</p></list-item></list><p>Existing social navigation projects focused mostly on exploring the first two dimensions – i.e., attempted to build social navigation based on different kinds of past user behavior and on different ways to process this behavior. The most popular kind of user behavior used for social navigation is user browsing. This kind of social navigation is sometimes called <italic>traffic‐based</italic> navigation. Starting with pioneer systems Juggler (<xref ref-type="bibr" rid="b6">Dieberger, 1997</xref>) and Footprints (<xref ref-type="bibr" rid="b31">Wexelblat and Mayes, 1999</xref>), traffic‐based social navigation has been used in a number of projects (<xref ref-type="bibr" rid="b4">Brusilovsky <italic>et al.</italic>, 2004</xref>; <xref ref-type="bibr" rid="b8">Dieberger and Guzdial, 2003</xref>; <xref ref-type="bibr" rid="b23">Mertens <italic>et al.</italic>, 2006a</xref>, <xref ref-type="bibr" rid="b24">b</xref>). More recent projects attempted to increase the reliability of social navigation by using user annotation behavior (<xref ref-type="bibr" rid="b12">Farzan and Brusilovsky, 2008a</xref>), bookmarking (<xref ref-type="bibr" rid="b13">Farzan and Brusilovsky, 2008b</xref>), and ratings (<xref ref-type="bibr" rid="b11">Farzan and Brusilovsky, 2006</xref>). An attempt has also been made on using the results of user search behavior for social navigation support (<xref ref-type="bibr" rid="b5">Coyle <italic>et al.</italic>, 2008</xref>; <xref ref-type="bibr" rid="b14">Farzan <italic>et al.</italic>, 2007</xref>). However, existing social navigation techniques are still quite similar in this third aspect: they assist the user by adapting links used for navigation. This approach is limited in its applicability – it works with link‐based hypertext media, but it cannot support continuous time‐based media such as web lectures.</p></sec></sec><sec><title>3. Social navigation components in the virtPresenter lecture viewer interface</title><p>The social navigation interface for web lectures used in this study is based on the virtPresenter lecture viewer interface described in <xref ref-type="bibr" rid="b27">Mertens <italic>et al.</italic> (2004)</xref>. The standard interface already features a number of hypermedia navigation elements such as backtracking, bookmarks, structural elements, full text search, and individual footprints. The social navigation in the interface is build on the top of these navigation elements using the popular social navigation concept of social footprints. This section is divided into two parts, the first of which introduces the standard navigation interface and its hypermedia navigation concept. The second part of the section describes how social navigation is integrated in this navigation concept.</p><sec><title>Navigation interface of virtPresenter</title><p>As mentioned above, social navigation was originally devised as a navigation aid for the world wide web and thus classical text‐ and picture‐based hypermedia. One way to realize social navigation for a web lecture is to enhance an already existing hypermedia navigation concept for web lectures. According to the definition in <xref ref-type="bibr" rid="b1">Bieber (2000)</xref>, fully fledged hypermedia systems feature backtracking, bookmarks, structural elements, full text search, and footprints as navigation aids. To the authors' knowledge, virtPresenter is the only system that features a full hypermedia navigation concept. The concept is described in detail in <xref ref-type="bibr" rid="b27">Mertens <italic>et al.</italic> (2004)</xref>, this section provides only a brief description.</p><p><xref ref-type="fig" rid="F_3630070304001">Figure 1</xref> shows the virtPresenter lecture viewer interface in a web browser. <xref ref-type="fig" rid="F_3630070304002">Figure 2</xref> highlights virtPresenters navigation components in detail. Important areas are magnified for illustration purposes. Neither the magnification nor the connector shapes are part of the interface.</p><p>All hypermedia navigation elements are adapted to web lectures in that their design takes into account the partially time‐based characteristics of web lectures. Bookmarks can be defined with a start point and an optional end point in the lecture's timeline. Full text search is realized by searching the text on the slides in the slide overview. The slides in the slide overview are linked to respective passages in the timeline. Structural elements are realized by both next/previous navigation arrows and clickable slide items. The next/previous navigation arrows allow stepping to the next or previous slide or animation step respectively. Clickable slide items allow navigating directly to the point in the recording's time when the slide element clicked on appeared on screen during the lecture (<xref ref-type="bibr" rid="b23">Mertens <italic>et al.</italic>, 2006a</xref>, <xref ref-type="bibr" rid="b24">b</xref>). If the mouse is clicked into the timeline, a preview feature highlights that slide's boundaries in the timeline and also highlights the slide in the thumbnail overview. Backtracking allows undoing any navigation action by starting replay at the play position left with that navigation action (minus three seconds to facilitate user orientation). Footprints are realized as a time‐based feature. In the timeline, every part of the lecture watched by the user is marked by blue coloring. This way, users can easily discern which parts of the recording they have watched and which part is new to them. All other navigation facilities (bookmarks, full text search, structural elements, and backtracking) are linked to this footprint component in order to connect footprints to all these navigation facilities (<xref ref-type="bibr" rid="b26">Mertens <italic>et al.</italic>, 2009</xref>).</p></sec><sec><title>Social navigation component of virtPresenter</title><p>The social navigation component of virtPresenter is based on the footprint feature integrated into virtPresenter's timeline. It is closely connected to this footprint feature and is linked to all other navigation features in the same way as the footprint feature. <xref ref-type="fig" rid="F_3630070304003">Figure 3</xref> shows how the social navigation component is integrated in virtPresenter's interface. The component shows how frequently each part of the video has been played by the rest of the class. This information is visualized as a graph, which is situated directly over the individual footprint component.</p><p>The component is integrated in the overall navigation concept in the same way as the individual footprint component. Slide boundary markers and preview markers used by other navigation features such as bookmarks and backtracking are enlarged to cover both the social footprints generated by other users and individual footprints generated by the current user. This way, social navigation information enhances all other navigation features of the interface.</p></sec></sec><sec><title>4. The implementation of social navigation in virtPresenter</title><p>In order to provide users with other users' footprints, viewing data from all users has to be gathered and redistributed among users. In the original virtPresenter user interface, individual footprints were stored on the user's computer using their web browser's cookie mechanism. To make this data available for other users, the mechanism was changed to server side storage of footprints. Server side user authentication was added to discern users so that each user can retrieve his or her own footprints as well as social footprints gathered from other users. An additional advantage of this server‐based solution is that students can access their personal data such as footprints or bookmarks on different computers (<xref ref-type="bibr" rid="b25">Mertens <italic>et al.</italic>, 2007</xref>). In order to compute social footprints, the total length of the recording is divided into a number of timesteps. For each timestep, a social footprint value is computed. The values computed are visualized as the graph depicted in <xref ref-type="fig" rid="F_3630070304003">Figure 3</xref>. Social footprints are computed on a per user basis. Equation (1) shows computation of social navigation function for user <italic>j</italic> at time <italic>t</italic>: <xref ref-type="fig" rid="F_3630070304011">(Equation 1)</xref> The interaction of the current user is denoted as <italic>u</italic><sub><italic>j</italic>,</sub>, <italic>t</italic> denotes a timestep. The function <italic>u</italic><sub><italic>i</italic></sub>(<italic>t</italic>) delivers the number of times user <italic>i</italic> had accessed timestep <italic>t</italic> of the recording. Hence, the function <italic>f</italic><sub><italic>j</italic></sub>(<italic>t</italic>) sums up all accesses by all users at timestep <italic>t</italic> excluding user <italic>j</italic>.</p><p>Using this function, information about what the current user has watched is not displayed in the social footprint component. This way, users can easily spot differences between their own viewing history displayed in the individual footprints and the accumulated viewing history of all other users. The individual footprints are stored on the server as 3‐tuples {CreationTime, StartIndexInVideo, EndIndexInVideo}. CreationTime denotes the time and date at which the footprint was created. StartIndexInVideo and EndIndexInVideo denote the time indices in the video where replay was started and stopped respectively by the user. In the interface these data are used to draw the footprint bar as overlapping rectangles. The footprint bar is drawn in scalable vector graphics (SVG). SVG is a vector graphics format that can be dynamically modified on the client computer. The format also supports transparency. Hence, the rectangles can be drawn as semitransparent shapes. This way, passages that have been watched by the individual user more often can be recognized by a darker color shading. SVG is also used to visualize the slides, the interactive slide boundary markers (<xref ref-type="bibr" rid="b25">Mertens <italic>et al.</italic>, 2007</xref>), and the social navigation graph. The social navigation graph component is constructed dynamically out of the server side database whenever a user loads the interface for a recorded lecture. The accumulated data used for social navigation is stored in a table as one data set, i.e. one entry per recorded lecture per week. This way, viewing statistics can be retrieved for every single week the recording was online. This way footprints can be shown for week 1, week 2, … , week <italic>n</italic>.</p><p>However, due to the fact that only a relatively small number of users (<italic>n</italic> = 24) participated in the study presented in this paper, this feature was disabled. Instead, only the accumulated viewing statistics for all weeks were displayed. The data sets used to construct the social navigation graph are also stored in a database and are updated periodically with the data stored for the individual footprints of all users. They are organized as 100 segments per recording and viewing data is stored for each segment. When a user watches a recording, an SVG element is automatically generated from the corresponding data.</p></sec><sec><title>5. The classroom study</title><p>The system described in this paper was evaluated in a classroom study in the context of a graduate course on Interactive System Design held at the University of Pittsburgh. The system has been used in two consecutive sections of this class, one in the spring and one in the fall semester. All lectures of this course were recorded and made available to the students using virtPresenter with social interface. Students were required to attend only ten out of 14 lectures. Regardless of their attendance, students were encouraged to play the recordings at home. All student interactions with virtPresenter were logged.</p><p>To increase the users' engagement with the system, one lecture of each semester was delivered exclusively through virtPresenter. Frequent quizzes based on the lecture content were given in class to provide additional motivation.</p><p>At the end of the class the students were asked to fill‐in a non‐mandatory questionnaire. In total, 16 students filled the questionnaire in the spring term and eight in the fall term.</p><sec><title>The log analysis</title><p>As described in the preceding section, virtPresenter logs viewing statistics in order to process and present them to the users in the form of social navigation support. In our study we also used this log data to analyze viewing behavior of the students. <xref ref-type="fig" rid="F_3630070304004">Figure 4</xref> depicts usage data gathered from two lecture sessions. The peaks at the first intervals result from the fact that the video often is loaded before the application is fully initialized. They thus present an artifact and were ignored in the analysis.</p><p>As a basis for the analysis of the students' viewing behavior presented in this paper, we selected data gathered from each individual student (as used to show the student's personal footprint). In contrast to the accumulated social data, individual data is stored with a much higher temporal resolution, both with respect to what passages of the lecture had been watched as well as to when the individual student has watched the passage in question. In order to measure the effectiveness of social navigation, social navigation data was only updated once per day. This way, when two or more users watched a lecture at the same day, they did so without knowing that another user had watched that very lecture. Furthermore, they did not know which parts of the lecture others had watched. Consequently, accesses that take place on the same day are not affected by social navigation data gathered during that day.</p><p>This way, access rates can be computed for each day without previous accesses on the same day having effects on later accesses during that day. If a segment does not have any accesses from previous days, it can thus be regarded as not being affected by social navigation. Of course, this condition only holds until one day after the segments has been accessed for the first time. For the first day on which the segment has been accessed, all accesses can thus be regarded as not affected by social navigation. All accesses of the segment in consecutive day will be affected by social navigation. This way, access behavior under two different conditions can be easily distinguished and compared. This organization allowed us to easily evaluate the following hypotheses:</p><disp-quote><p><italic>H0.</italic> Users access logs will be the same under both conditions, i.e. displaying social navigation information does not affect user behavior.</p></disp-quote><disp-quote><p><italic>H1.</italic> Users access logs will be different under the two conditions, i.e. displaying social navigation affects user behavior.</p></disp-quote><p>In order to measure the user behavior, we compared the distribution of hits on intervals marked as viewed before and on intervals marked as not viewed before. The distribution of hits for intervals marked as viewed before is computed as the number of hits on all intervals viewed before a certain date divided by the number of total hits for this date. Respectively, the distribution of hits for intervals not marked as viewed before is computed as the number of hits on all intervals not viewed before a certain date divided by the number of total hits for this date. Since all hits during a specific day are <italic>not</italic> displayed in the social navigation interface until the next day, all hits on the same date are independent from each other. Thus multiple hits on the same date can be counted without causing interferences. On the first access day of a recording, social navigation is not displayed. Hence, the first access date was excluded from the analysis. Additionally, access dates on which less than 5 percent of the recording had been marked as visited before were excluded because they had been identified as an artifact resulting from an initial manual quality check. All recordings had been subject to this manual check before they were made available to the students. In order to have a reasonable number of users to measure the effect of social navigation, lectures that had been accessed by less than ten different users have also been excluded. <xref ref-type="fig" rid="F_3630070304007">Table I</xref> shows the data collected for the recordings fitting these criteria.</p><p>The means of the distribution values shown in <xref ref-type="fig" rid="F_3630070304007">Table I</xref> are 0.71 for the condition “marked as viewed before” and 0.29 for the condition “not marked as viewed before.” This means that lecture segments marked in the social navigation interface as viewed before attracted at average a much higher attention of the users. However, a single tailed paired <italic>t</italic>‐test yields a result of 0.11, which means that this difference is not statistically significant.</p><p>A careful analysis of the data hinted that the 5 percent cut‐off threshold is too low. We thought that from a student prospect, a lecture recording where just a small portion of content is marked as visited before may not look like really being thoughtfully watched in the past, but rather like randomly sampled. We speculated that in this situation, the users might not consider the social footprints as reliable. To explore this hypothesis, we decided to increase the threshold for access dates from 5 to 15 percent. The resulting data is shown in <xref ref-type="fig" rid="F_3630070304008">Table II</xref>. For the recording above the 15 percent threshold the means of the distribution values are 0.82 for the condition “marked as viewed before” and 0.18 for the condition “not marked as viewed before.”</p><p>A single tailed paired student <italic>t</italic>‐test yields a result of 0.03, which means that there is a statistically significant difference between the two conditions, falsifying <italic>H0</italic>. These results allows us to conclude that social navigation footprints significantly affect user behavior causing them to focus more on content, which is indicated as previously viewed by other users. However, this impact does not reach significance until the fraction of previously viewed content reaches some reasonable threshold. In our case, the coverage of 15 percent was found to be a critical mass for social navigation to affect the distribution of hit rates.</p></sec><sec><title>The subjective feedback analysis</title><p>To analyze the users' subjective opinion about the system, we analyzed their answers with the end‐of‐the‐class non‐mandatory questionnaire. The questions of the questionnaire were grouped in four categories: web lectures in general, virtPresenter (without social navigation features), virtPresenter's social navigation features, and specific interface features.</p><p><xref ref-type="fig" rid="F_3630070304009">Table III</xref> shows the questionnaire's items grouped by category along with the original question number and its symbolic label. In the questionnaire, students could answer the questions by checking boxes on the Likert 1‐5 scale (1: strongly agree; 2: agree; 3: no strong opinion; 4: disagree; 5: strongly disagree). They were also able to mark a specific feature as not noticed (marked as 6 in the figures and tables).</p><p>The overview of student answers ( <xref ref-type="fig" rid="F_3630070304005">Figure 5</xref>) shows that some features were regarded by users quite positively, while others caused clear disagreement. This figure, however, does not allow us to judge whether the user opinion of a specific feature was significantly positive or negative and whether this attitude was significant. To assess the overall attitude, we calculated the average rating by averaging numeric values of ratings (see <xref ref-type="fig" rid="F_3630070304006">Figure 6</xref> and <xref ref-type="fig" rid="F_3630070304010">Table IV</xref>). Note that lower numbers indicated a more positive opinion. The figure allows to distinguish a clearly positive opinion (value less than 2), a generally positive opinion (value less than 2.5), non‐negative (value less than 3), and rather negative opinion (value above 3). This allows us to easily single out two features regarded by students most positively: the time‐based navigation (v2) and the social navigation (s1). In addition, to assess the significance of the attitude, the student's answers were assessed by <italic>t</italic>‐tests to evaluate two hypotheses:</p><disp-quote><p><italic>H0.</italic> Students did not agree (operationalized as mean >= 3).</p></disp-quote><disp-quote><p><italic>H1.</italic> Students did agree (operationalized as mean <3).</p></disp-quote><p><xref ref-type="fig" rid="F_3630070304010">Table IV</xref> shows the results of this significance analysis. Significant results were found for questions g1, g2, v1, v2, v3, s1, and i2, which all featured student positive opinion. The degrees of freedom (<italic>df</italic>) vary since some questions were not answered by all participants.</p><p>Focusing on significant results, we can report that the students found the recording useful in general (g1) and in concept clarification (g2). It also shows that the students found virtPresenter useful as a whole (v1) and positively assessed both time‐based navigation (v2) and slide‐based navigation (v3). Interesting is that the time‐based navigation was regarded much more positively than slide‐based navigation emerging as the most valued feature of the system. The students did, however, not ignore the slide‐based overview. Instead, they used it to improve contextual orientation when using time‐based navigation (i2). Most important for the goal of our paper is that the users provide a strong positive feedback on the usefulness of the footprints on the timeline (s1) making it one of the most appreciated features of the system and second only to time‐based navigation itself.</p></sec></sec><sec><title>6. Conclusion and further work</title><p>In this paper we presented our attempt to expand the ideas of social navigation to web lectures, an important case of time‐based continuous media. We equipped a web lecture system virtPresenter with a continuous version of footprint‐based social navigation and evaluated it in a two‐semester‐long classroom study. The results of this study were analyzed using both objective and subjective data: i.e. the user access log and the answers to the end‐of‐the‐term questionnaire.</p><p>The analysis of user logs has shown that continuous footprint‐based social navigation support can significantly affect user navigation and can influence user navigation encouraging them to pay special attention to lecture fragments viewed by other users. This result is in agreement with the impact of social navigation found in discrete link‐based media. We discovered, however, that fraction of previously viewed content should reach some threshold (in our study – 15 percent) to affect future users. We speculate that below this threshold the lecture is not considered as viewed thoughtfully and the users do not consider footprint as reliable. These hypotheses, however, should be assessed by further studies.</p><p>The questionnaire‐analysis has shown that the students regarded most important features of the system (including time‐based, slide‐based, and social navigation) very positively.</p><p>The results of this work have motivated further work on social navigation for web lectures. A newer version of the social navigation approach for web lectures has been developed and tested at the University of Pittsburgh. The re‐designed footprint‐based navigation support has been included in the production version of virtPresenter, which is now available for many lectures at the University of Osnabrück. Currently, we are running an extensive evaluation of the new system using 90 individual lectures with about 600 available episodes. We already collected data of thousands of students from different disciplines who used the social navigation functionality within the virtPresenter system. With the help of this data it has become possible to automatically generate a visible structure in otherwise unstructured time‐based media. Our future plans focus on including more semantic information about the user and the user's intention while working with the media content in order to improve the significance of the visual representation. In addition, we plan to explore the use of bookmarks in social navigation.</p><fig position="float" id="F_3630070304001"><label><bold>Figure 1<x> </x></bold></label><caption><p> VirtPresenter user interface in a web browser</p></caption><graphic xlink:href="3630070304001.tif"></graphic></fig><fig position="float" id="F_3630070304002"><label><bold>Figure 2<x> </x></bold></label><caption><p> Overview of navigation features in virtPresenter</p></caption><graphic xlink:href="3630070304002.tif"></graphic></fig><fig position="float" id="F_3630070304003"><label><bold>Figure 3<x> </x></bold></label><caption><p> Integration of social navigation in virtPresenter</p></caption><graphic xlink:href="3630070304003.tif"></graphic></fig><fig position="float" id="F_3630070304004"><label><bold>Figure 4<x> </x></bold></label><caption><p> Usage data gathered for two lecture sessions</p></caption><graphic xlink:href="3630070304004.tif"></graphic></fig><fig position="float" id="F_3630070304005"><label><bold>Figure 5<x> </x></bold></label><caption><p> A summary of user answers to the questionnaire (S – spring term, F – fall term)</p></caption><graphic xlink:href="3630070304005.tif"></graphic></fig><fig position="float" id="F_3630070304006"><label><bold>Figure 6<x> </x></bold></label><caption><p> The average value of user answer showing the general attitude</p></caption><graphic xlink:href="3630070304006.tif"></graphic></fig><fig position="float" id="F_3630070304007"><label><bold>Table I<x> </x></bold></label><caption><p> Recordings with more than ten viewers, initial threshold 5 percent</p></caption><graphic xlink:href="3630070304007.tif"></graphic></fig><fig position="float" id="F_3630070304008"><label><bold>Table II<x> </x></bold></label><caption><p> Recordings with more than ten viewers, initial threshold 15 percent</p></caption><graphic xlink:href="3630070304008.tif"></graphic></fig><fig position="float" id="F_3630070304009"><label><bold>Table III<x> 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Workshop on Multimedia Technologies for E‐Learning (MTEL), San Diego, CA, December 11‐13</italic>, pp. <fpage>915</fpage><x>‐</x><lpage>20</lpage>.</mixed-citation></ref></ref-list><app-group><app><title>About the authors</title><p>Robert Mertens studied cognitive science at the University of Osnabrück. During his studies, he has spent a couple of months at the DaimlerChrysler RTC in Palo Alto, CA. After finishing his Bachelor's degree in 2002, he started working at the University of Osnabrück's virtual teaching support center (virtUOS). There, he developed the first version of virtPresenter. In 2006 he visited a research scholar on a DAAD grant at the University of Pittsburgh for a couple of months. In 2007 he finished his PhD in Computer Science and started working at Fraunhofer IAIS in Sankt Augustin where he is currently working on a project for a large telecommunications company. Robert Mertens is the corresponding author and can be contacted at: robert.mertens@iais.fraunhofer.de</p><p>Markus Ketterl studied Computer Science at the University of Applied Sciences Osnabrück, Germany. He is currently a PhD student in Computer Sciences at the University of Osnabrück where his current research interests are adaptive multimedia systems, social navigation, applications for mobile devices, and alternative distribution possibilities for media content. He is working at the Department of Computer Science, University of Applied Sciences Osnabrück and at the Center for Information Management and Virtual Teaching (virtUOS) at the University of Osnabrück. In the beginning of 2008, Markus Ketterl worked as a visiting scholar at Professor Peter Brusilovsky's Personalized Adaptive Web Systems Lab (PAWS) at the University of Pittsburgh. He is also a founding member of the international Opencast project initiative where he is one of the leading developers.</p><p>Peter Brusilovsky has been working in the field of adaptive educational systems, user modeling, and social information systems for more than 20 years. He has published numerous papers and edited several books on adaptive hypermedia and the adaptive web. Peter Brusilovsky is currently an Associate Professor of Information Science and Intelligent Systems at the University of Pittsburgh, where he directs Personalized Adaptive Web Systems (PAWS) lab. He has held visiting faculty appointments at the Moscow State University (Russia), Sussex University (UK), Tokyo Denki University (Japan), University of Trier (Germany), Free University of Bolzano (Italy), National College of Ireland, and Carnegie Mellon University. Peter Brusilovsky is the Associate Editor‐in‐Chief of <italic>IEEE Transactions on Learning Technologies</italic> and a board member of several journals including <italic>User Modeling and User Adapted Interaction</italic>, <italic>ACM Transactions on the Web</italic>, and <italic>Web Intelligence and Agent Systems</italic>. He is also the current President of User Modeling Inc., a professional association of user modeling researchers. He is a recipient of several research fellowships and awards including Alexander von Humboldt, NSF CAREER, and ETS Walton awards. He was awarded a Doctor <italic>honoris causa</italic> degree by the Slovak University of Technology in Bratislava.</p></app></app-group></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Social navigation in web lectures a study of virtPresenter</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Social navigation in web lectures a study of virtPresenter</title></titleInfo><name type="personal"><namePart type="given">O.</namePart><namePart type="family">Brdiczka</namePart></name><name type="personal"><namePart type="given">O.</namePart><namePart type="family">Brdiczka</namePart><role><roleTerm type="text">editor</roleTerm></role></name><name type="personal"><namePart type="given">Robert</namePart><namePart type="family">Mertens</namePart><affiliation>Fraunhofer IAIS, Sankt Augustin, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Markus</namePart><namePart type="family">Ketterl</namePart><affiliation>Center of Information Management and Virtual Teaching, University of Osnabrck, Osnabrck, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Peter</namePart><namePart type="family">Brusilovsky</namePart><affiliation>School of Information Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>Emerald Group Publishing Limited</publisher><dateIssued encoding="w3cdtf">2010-09-07</dateIssued><copyrightDate encoding="w3cdtf">2010</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>Purpose Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in timebased learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom. Designmethodologyapproach This paper presents results obtained from a twoterm classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprintbased social navigation approach for timebased continuous media such as web lectures. Findings The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive. Originalityvalue Social navigation has primarily been implemented and researched in traditional text and picturebased hypermedia. This paper presents an actual user study of footprintbased social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for timebased media.</abstract><subject><genre>keywords</genre><topic>Internet</topic><topic>Lectures</topic><topic>User interfaces</topic><topic>Learning</topic></subject><relatedItem type="host"><titleInfo><title>Interactive Technology and Smart Education</title></titleInfo><genre type="journal">journal</genre><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-EDUN">Education</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-TLNG">Technology & learning</topic></subject><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-IKM">Information & knowledge management</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-ICT">Information & communications technology</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-ISYS">Information systems</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-CTEG">Communications technology</topic></subject><identifier type="ISSN">1741-5659</identifier><identifier type="PublisherID">itse</identifier><identifier type="DOI">10.1108/itse</identifier><part><date>2010</date><detail type="title"><title>Multimedia technologies for elearning</title></detail><detail type="volume"><caption>vol.</caption><number>7</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>181</start><end>196</end></extent></part></relatedItem><identifier type="istex">77FA348989C2F13CEEAA6514AC5152BCADF33BAD</identifier><identifier type="DOI">10.1108/17415651011071640</identifier><identifier type="filenameID">3630070304</identifier><identifier type="original-pdf">3630070304.pdf</identifier><identifier type="href">17415651011071640.pdf</identifier><accessCondition type="use and reproduction" contentType="copyright">© Emerald Group Publishing Limited</accessCondition><recordInfo><recordContentSource>EMERALD</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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