# The Usefulness of Video Learning Analytics in Small Scale E-Learning Scenarios
## 3 Methods and Materials
### Participants, Study Procedure and Instruments  
Data were collected from 37 different educational videos in four different courses, all of them belonging to the Computer Science, Multimedia and Telecommunications department at the UOC. Figure 1 shows two examples of how videos are presented to students.  
Four videos (two videos presenting the same contents in two different languages) belong to a Database Design course belonging to a degree in Computer Engineering. Video duration ranges from 8:34 to 15:10 min. The analysed data were collected for a total of six semesters. In that period the pages containing the different videos were accessed 1208 times, and in 572 cases a playback lasting more than 10 s was recorded (a 10-s duration has been set arbitrarily as a non-empty session). In total, 17,181 events were recorded.  
Figure 1: Two examples of the presentations of videos in the virtual classroom. All videos in a course are presented in a homogenous way, but differences in presentation exist among different courses. In most cases, the video or videos are embedded in the webpage with no additional features, see leftmost figure (**a**). In some cases, a table of contents is provided, with active links that take the user to the corresponding moment in the video, see rightmost figure (**b**).  
Four more videos belong to an Introductory Statistics course in the same degree. One of the videos has been shown to students in two variants, one containing an automatic pause at a point in the video. Video duration ranges from 7:11 to 12:07 min. The analysed data were collected for a total of ten semesters. In that period the pages containing the different videos were accessed 408 times, and in 320 cases a playback lasting more than 10 s was. In total, 6239 events were recorded.  
Eight more videos (four in two languages, Catalan and Spanish) belong to an Electronics course as part of a degree in Telecommunications Engineering. Video duration ranges from 4:01 to 7:04 min. The analysed data in this work were collected for a total of ten semesters. In that period, playback sessions were initiated a total of 334 times, with 243 lasting more than seconds. In total, 2592 events were recorded.  
Finally, 20 videos belong to a course in non-traditional (non-relational) database architecture. Video duration ranges from 6 min and 36 s to one hour and thirty seconds, with an average of 24:48 min and a standard deviation of 14:25 min. The data analysed in this work were collected for a total of six semesters. In that period the pages containing the videos were accessed 6741 times, with 2205 playback sessions lasting more than ten seconds recorded. In total, 44,987 events were recorded. Some of the videos in this course contained an interactive index allowing students to jump to sections in the video.  
All courses are worth 6 European Credit and Accumulation System (ECTS) credits. The first three courses rely on conventional teaching materials, with the videos being additional but required material created by the teaching team. In the non-traditional database architecture course, the videos are the main material.  
A total of 28 of the analysed videos (those in the Database Design, Introductory Statistics and non-traditional database architecture courses) are enhanced videos and include some worked examples, according to the classification by [PERSON] [21]. The eight remaining videos (those in the Electronics course) are worked examples, according to the same classification. According to pedagogical approach (also following [PERSON]'s classification) the 24 videos in the Database Design and non-traditional database architecture courses, have a main receptive viewing strategy combined with some problem solving. The videos in the Introductory Statistics and Electronics courses are best classified as problem-solving videos. All the videos have a practical approach.  
A summary of this information is provided in Table 1 for easy referencing.