DynamicSlide: Reference-based Interaction Techniques for - - PowerPoint PPT Presentation

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DynamicSlide: Reference-based Interaction Techniques for - - PowerPoint PPT Presentation

Dec 10, 2022 197 likes •712 views

DynamicSlide: Reference-based Interaction Techniques for Slide-based Lecture Videos Hyeungshik Jung, KAIST Hijung Valentina Shin, Adobe Research Juho Kim, KAIST MOOC and video 2

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DynamicSlide: Reference-based Interaction Techniques for Slide-based Lecture Videos

Hyeungshik Jung, KAIST Hijung Valentina Shin, Adobe Research Juho Kim, KAIST

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MOOC and video

2 https://www.class-central.com/report/moocs-stats-and-trends-2017/

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Slides are widely used in lecture videos

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Decomposing Slide-based Video

Audio Frame

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Decomposing Slide-based Video

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Audio

Slide

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Decomposing Slide-based Video

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Audio

Slide

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Decomposing Slide-based Video

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Audio Slide “Hash function” timeframe “Takes any string as input” “Fixed-size output (we’ll use 256 bits)” “Hash function” Image1 Image1

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Decomposing Slide-based Video

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Audio Frame “Hash function” timeframe “Takes any string as input” “Fixed-size output (we’ll use 256 bits)” “Hash function” Image1 Image1

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Object-oriented tools for both learners & instructors

For Instructors (Lightweight editor) For Learners (Player)

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Object-oriented tools for both learners & instructors

For Instructors (Lightweight editor) For Learners (Player)

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Link between slide and narration

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Link between slide and narration

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visual information hierarchy

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Link between slide and narration

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visual information hierarchy auditory detailed explanation

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Link between slide and narration

How can we find leverage links between slides and narration for watching video?

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Interaction techniques powered by links between slides and narration

1. Automatic Highlighting 2. Item-based Navigation 3. In-video Bookmarking

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1. Automatic Highlighting 2. Item-based Navigation 3. In-video bookmarking

Interaction techniques powered by links between slides and narration

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Computational Pipeline

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Computational Pipeline

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Pixel difference Text difference

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Computational Pipeline

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Heuristic

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Computational Pipeline

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Computational Pipeline

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Computational Pipeline

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User Study (n=12)

Baseline DynamicSlide

1. Navigation -> Searching relevant part of the question 2. Cognitive load -> NASA-TLX

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Navigation task Cognitive Load

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User Study (n=12)

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  • How to robustly find link between slides and narrations?
  • Do links commonly exist in lecture videos?
  • The effect of finding and leveraging wrong link

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Discussion

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Object-oriented tools for both learners & instructors

For Instructors (Lightweight editor) For Students (Player)

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Lifespan of a lecture

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Lifespan of a lecture

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  • Update the content of slide
  • Try different versions of explanation
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Lifespan of a lecture

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  • Update the content of slide
  • Try different versions of explanation
  • Hard to update the published video
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Lifespan of a lecture

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  • Update the content of slide
  • Try different versions of explanation
  • Hard to update the published video

How can we build a tool to help instructors directly update their video without having to patch and re-publish?

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Formative study

Interviews with 7 Instructors who made lecture video (Professors + Part time) 3 Video editors (Content team at the university)

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents Before

  • Add supplementary content
  • Highlight the text
  • Cut part with mistakes

After

  • Fix typo
  • Fix figure

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents Before

  • Add supplementary content
  • Highlight the text
  • Cut part with mistakes

After

  • Fix typo
  • Fix figure

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

ABC

Changing text (ABC -> CBA)

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

ABC

Changing text (ABC -> CBA)

cba

Create patch

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

ABC

Changing text (ABC -> CBA)

CBA

Create patch

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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1. Instructors want to edit the videos before and after publications 2. Editing cost is prohibitive 3. Editing often involves substituting the original (slide) contents

ABC

Changing text (ABC -> CBA)

CBA

Overwrite + Adjust timing

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Interviews with 7 Instructors who made lecture video (Professor + Part time) 3 Video editors (Content team at the university)

Formative study

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Design Goals

1. Provide an intuitive interface for instructors to directly edit their lecture videos 2. Enable users to update elements of the lecture slide within the video 3. Facilitate synchronization of visual and audio events in the video

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DynamicLecture

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DynamicLecture

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DynamicLecture

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DynamicLecture

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DynamicLecture

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DynamicLecture

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DynamicLecture

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Evaluation

1. Instructors review their lecture videos, then list up improvement items 2. Inststructors fix their video using the system

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Result

1. Instructors review their lecture videos, then list up improvement items 2. Inststructors fix their video using the system

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Conclusion

For Instructors (Lightweight editor) For Students (Player)

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1. Parsing videos into objects can improve the way we interact, consume, & create lecture videos. 2. We need to explore novel object-based video interaction techniques. ( e.g., participatory video improvement by learners)