How Engaged Students Learn in MOOCs Video-based Learning: An Eye-tracking Insight

The purpose of this study is to investigate engagement patterns of high-engaged learners in a Massive Open Online Course (MOOC) video learning. To this purpose, learners’ visual attention, as behavioral engagement, on the video learning components (instructor, text, and graphics) was investigated during video-based learning by using an eye tracking method. Visual attention data pertaining to learners’ eye fixation duration were collected from undergraduate students, and the statistical difference between the data of a high-engaged group and those of a low-engaged group was analyzed using ANCOVA. To further investigate the cognitive and affective engagement process, Stimulated Recall Interviews (SRI) was conducted with the seven high-engaged learners. Results showed that the high-engaged learners gazed at the instructor component for a significantly longer period than those in the low-engaged group. The low-engaged group stared at the text component for a longer period than those in the high-engaged group. The findings suggest implications for the development of instructional strategies that improve student engagement in MOOCs videos learning.