对近期基于视频的学习研究的深入审视：视频特征、工具、技术与学习效果的综合综述
A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness
AI总结：
本文综述了2016至2021年257篇基于视频的学习研究，提出涵盖音频、视觉、文本、教师行为、学习者活动、交互特征、制作风格和教学设计的八类视频特征分类法，并归纳出工具开发、对照实验、数据分析和设计指南四个主要研究方向。
摘要：
人们越来越多地将网络视频作为学习来源。为支持这种学习方式，研究人员和开发者不断开发工具、提出指南、分析数据并开展实验。然而，一个视频应具备哪些特征才能成为有效的学习媒介，目前仍不清楚。本文对2016年至2021年间257篇基于视频的学习相关文章进行了综合综述。综述的目标之一是识别以往工作所探索的视频特征。基于分析，我们提出了一种分类法，将视频特征和情境方面组织为八个类别：（1）音频特征，（2）视觉特征，（3）文本特征，（4）教师行为，（5）学习者活动，（6）交互特征（测验等），（7）制作风格，以及（8）教学设计。此外，我们确定了四个代表性研究方向：（1）支持基于视频的学习的工具提案，（2）采用对照实验的研究，（3）数据分析研究，以及（4）学习视频设计指南提案。我们发现，被探索最多的特征是文本特征，其次是视觉特征、学习者活动和交互特征。转录文本、视频帧和图像（图形和插图）最常被支持通过视频学习的工具所使用。在数据分析研究中，学习者活动主要通过日志文件得到深入探索，而交互特征在对照实验中被频繁审视。我们通过对比研究视频特征对学习效果影响的各项研究发现、报告用于开发支持学习的工具的任务和技术，并总结制作学习视频的设计指南趋势，对综述进行了补充。
英文摘要：
People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning videos
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
