With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs

Large-scale Text-to-image Generation Models (LTGMs) (e.g., DALL-E), self-supervised deep learning models trained on a huge dataset, have demonstrated the capacity for generating high-quality open-domain images from multi-modal input. Although they can even produce anthropomorphized versions of objects and animals, combine irrelevant concepts in reasonable ways, and give variation to any user-provided images, we witnessed such rapid technological advancement left many visual artists disoriented in leveraging LTGMs more actively in their creative works. Our goal in this work is to understand how visual artists would adopt LTGMs to support their creative works. To this end, we conducted an interview study as well as a systematic literature review of 72 system/application papers for a thorough examination. A total of 28 visual artists covering 35 distinct visual art domains acknowledged LTGMs’ versatile roles with high usability to support creative works in automating the creation process (i.e., automation), expanding their ideas (i.e., exploration), and facilitating or arbitrating in communication (i.e., mediation). We conclude by providing four design guidelines that future researchers can refer to in making intelligent user interfaces using LTGMs.

Graphic designers often get inspiration through the recombination of references. Our formative study (N=6) reveals that graphic designers focus on conceptual keywords during this process, and want support for discovering the keywords, expanding them, and exploring diverse recombination options of them, while still having room for designers’ creativity. We propose CreativeConnect, a system with generative AI pipelines that helps users discover useful elements from the reference image using keywords, recommends relevant keywords, generates diverse recombination options with user-selected keywords, and shows recombinations as sketches with text descriptions. Our user study (N=16) showed that CreativeConnect helped users discover keywords from the reference and generate multiple ideas based on them, ultimately helping users produce more design ideas with higher self-reported creativity, compared to the baseline system without generative pipelines. While CreativeConnect was shown effective in ideation, we discussed how CreativeConnect can be extended to support other types of tasks in creativity support.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs’ expansive knowledge as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs’ knowledge and makes them initiate “why” and “how” questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo’s problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo’s questions led to knowledge-dense conversations (effect size=0.71). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.