The influence of teacher annotations on student learning engagement and video watching behaviors

Abstract While course videos are powerful teaching resources in online courses, students often have difficulty sustaining their attention while watching and comprehending the content. This study adopted teacher annotations on as an instructional support to engage videos. Forty-two undergraduate at a university Taiwan were randomly divided into control group that watched video without annotations, experimental with annotations. The collected data included learning engagement survey, students’ behaviors, student interviews. results showed there differences between groups. increased behavioral cognitive but did not increase emotional engagement. In addition, this identified how learned when through highlights of content, literal questions, reflective questions inferential questions. concluded positively correlated. acknowledged retention comprehension content