# EduTVA: Metadata Schema for Educational Audiovisual Contents in Digital Television Environments
## 5 Results and Discussion
### Acceptance of Educational Metadata  
The EduTVA acceptance questionnaire consists of six items. Following, we analyze the responses given by the 15 participants (see Section 4.1) to each question. Question 1. Which of the following metadata do you consider difficult to understand? Five out of the 15 participants considered some of the educational metadata difficult to understand. As shown in Figure 4, three participants agreed on \"annotations\" and thee on \"educational use\". The \"ability\", \"intended end user role\", and \"educational context\" metadata received only one vote each, so we consider them manageable. Note the \"annotations\" and \"educational use\" metadata provide no list of values to select but the participants must enter a value as they consider. Therefore, metadata presenting a list of values to select facilitates their familiarization and understanding. Question 2. Which of the following metadata do you think is not adequate to detail the educational characteristics of the audiovisual resource? The responses reflect the participants' conformity with all of the metadata proposed by EduTVA to mark up educational audiovisual content. Question 3. Do you think other data is required that allows describing the educational characteristics of the audiovisual resource? Which? Two out of the 15 participants proposed extra data for describing educational audiovisual content, in addition to the EduTVA metadata. The proposed data are \"methodology\", \"required analysis\", \"objectives\", \"student profile\", and \"subtopics or related topics\". We disregard \"methodology\", or educational method, from the EduTVA metadata because educational audiovisual content can be part of any educational method. Therefore, educational content is independent from the method. In addition, it is important to recall that EduTVA aims at marking up educational audiovisual content in the television context, where no curriculum exist. We also ignored \"required analysis\" because the participant lack providing a clear explanation. Figure 4: Responses to question 1 from the EduTVA acceptance questionnaire. On the other hand, EduTVA supports \"objectives\", \"student profile\", and \"subtopics or related topics\". First, participants can register \"objectives\" as annotations. Second, the EduTVA element \"EducationalAudience\" deals with \"student profile\". Finally, the TV-Anytime element \"genre\", included in the general description of EduTVA, addresses \"subtopics or related topics\". TV-Anytime provides a taxonomy of values for \"genre\" to indicate knowledge areas (i.e., topics), such as applied sciences, physics, literature, history, and philosophy. Moreover, the \"genre\" metadata can contain one or more values for supporting \"subtopics or related topics\". Question 4. For each of the following metadata, indicate whether their selection values were clear and easy to understand. Figure 5 depicts the percentage of participants per educational metadata reporting that the values to select are clear and easy to understand. The results show that most of the participants (\(>\) 86%) clearly and easily understand the values to select for these educational metadata. Question 5. As a teacher and television viewer, do you think it is important to highlight the competencies that can be achieved by interacting with the audiovisual resource and, with that information, use the resource for a teaching activity? All the participants agreed on the importance of describing the developed educational competences when interacting with audiovisual content. Moreover, they agreed on using this information to select the content across different teaching activities. Question 6. As a teacher and television viewer, do you think it is useful to know if a segment of an audiovisual resource is educational and what educational characteristics it has? All the participants agreed on the importance of knowing whether some audiovisual content contains an educational segment to use it within the educational process.