A Mixed Methods Analysis of Cognitive Engagement Based on Video Position-Based Notes in Programming Learning

This research full paper describes a study on Video Position-Based Notes (VPB-Notes). Video-based learning environments have become increasingly prevalent in programming education, offering flexibility and personalized pacing. The VPB-Notes which allow students to capture thoughts, questions, and observations at specific video timestamps, have emerged as a promising tool to promote active learning and engagement. However, the lack of standardization in VPB-Notes and the presence of mixed code and natural language poses significant challenges for learning analysis using traditional natural language processing techniques. This study aims to propose a novel analytical framework for understanding the cognitive processes and engagement levels reflected in VPB-Notes taken by students in asynchronous video-based programming courses. The research questions focus on uncovering the key characteristics and patterns of VPB-Notes and investigating the relationships between VPB-Notes features and learners' performance outcomes. Our study combines qualitative analysis of VPB-Notes from four programming courses with quantitative analysis using correlation and cluster analysis. The qualitative analysis reveals that VPB- Notes exhibit contextual relevance, conciseness, dynamic structure, and code integration with commentary. It also proposes an analytical framework for categorizing notes across four dimensions. The quantitative analysis suggests a hierarchy of note features, types, and initiative associated with academic performance. In contrast, cluster analysis highlights the complexity of note portfolios and the influence of personal learning styles. Despite limitations in the automation of note analysis and the need for further validation, this study contributes new insights to the growing body of knowledge on note-taking in online programming education, offering valuable guidance for instructional design and personalized learning support.

I. Introduction

Video-based learning environments, such as flipped classrooms and on-demand courses, have revolutionized educational paradigms by addressing the need for flexibility and personalized pacing [1]. These platforms often emphasize accessibility and student autonomy, allowing learners to engage with material conveniently [2]. However, this learning mode also introduces challenges, notably the isolation and passive engagement students may experience during video interactions [3]. Various strategies to address the challenge, like the above, have been employed to enhance learner support and increase participation, such as incorporating interactive elements, implementing staged assessments, and guiding student interactions [4], [5]. Increasing engagement improves learning outcomes in these contexts [6], [7].