# The Usefulness of Video Learning Analytics in Small Scale E-Learning Scenarios
## 4 Results  
### Summary of the Obtained Results  
All the interviewees answered positively to the first and second questions (\"Have you found the graphs corresponding to the five single playbacks with the most events useful?\" and \"Would you be interested in having those graphs for videos you use in your teaching activity?\"). Regarding the third question (\"Is there any information in those graphs that will lead you to take any action related to your teaching activity related to those videos useful?\"), despite the positive answers to the two first questions, no specific actions related to teaching activity were suggested directly, although some of them gave feedback later in the interviews that may be considered as potential changes to be made to the videos to improve them, which we will see below. Regarding the fourth question (\"How easy to read are these graphs?\"), single playback graphs (as seen in Figure 2) were considered interesting but initially hard to read and teachers considered it hard to extract conclusions from them. Skipping behaviour scatter plots (as seen in Figure 3) were, in general, considered somehow hard to read, while pause scatter plots (as seen in Figure 4) were considered easier to read. Some teachers suggested that, for pausing behaviour, using a histogram showing the distribution of spots at which students paused the video might be more useful than a scatter plot. Another suggestion was that the difference between forwards and backwards jumps should be made clearer. Additionally, one teacher stated that it was not clear from the graphs the number of playbacks where jumps happen, relative to the total number of playbacks. Finally, some teachers pointed out that while the graphs were useful as presented, they missed being able to tell whether a jump or pause corresponded to the first playback of a video by a student or a subsequent one, and that it might be interesting to be able to identify sessions with atypically high numbers of events. One lecturer considered the pause scatter plot more useful than the jump scatter plot: \"Many very concentrated pauses can indicate problems of understanding what the video explains/shows in that place\". Regarding the fifth question (\"Can you think of any improvements we could make to the graphs you have been shown?\"), no significant feedback was obtained. Given that the interviewed persons are not experts in the domain of data visualization, this has not been considered of particular interest. Three examples of feedback corresponding to the series of questions regarding the usefulness of the videos, and possible improvements to the videos as a result of the provided information are the following:  
* \"I don't think the video should be changed for this, but I interpret these two pause patterns (one towards the beginning and one towards the end) as indicating that the students have stopped in these two areas to reproduce with their practice kits what is being shown in the video (the cluster of pauses at the beginning: testing the tracks of the breadboard; the cluster of pauses at the end: assembly of the circuit). The absence of pauses in the central area can be interpreted as that this part of the video hardly provides any information and, perhaps, could be shortened to obtain a shorter but just as informative video.\"
* \"I see a lot more jumping forward than backward.