Massive Open Online Courses (MOOCs) have become increasingly popular worldwide. However, learners primarily rely on watching videos, easily losing knowledge context and reducing learning effectiveness. We propose HyperMOOC, a novel approach augmenting MOOC videos with concept-based embedded visualizations to help learners maintain knowledge context. Informed by expert interviews and literature review, HyperMOOC employs multi-glyph designs for different knowledge types and multi-stage interactions for deeper understanding. Using a timeline-based radial visualization, learners can grasp cognitive paths of concepts and navigate courses through hyperlink-based interactions. We evaluated HyperMOOC through a user study with 36 MOOC learners and interviews with two instructors. Results demonstrate that HyperMOOC enhances learners’ learning effect and efficiency on MOOCs, with participants showing higher satisfaction and improved course understanding compared to traditional video-based learning approaches.

In the context of the exponentially increasing volume of narrative texts such as novels and news, readers struggle to extract and consistently remember storylines from these intricate texts due to the constraints of human working memory and attention span. To tackle this issue, we propose a visualization approachStoryExplorer, which facilitates the process of knowledge externalization of narrative texts and further makes the form of mental models more coherent. Through the formative study and close collaboration with two domain experts, we identified key challenges for the extraction of the storyline. Guided by the distilled requirements, we then propose a set of workflow (i.e., insight finding-scripting-storytelling) to enable users to interactively generate fragments of narrative structures. We then propose a visualization systemStoryExplorerthat combines stroke annotation and GPT-based visual hints to quickly extract story fragments and interactively construct storylines. To evaluate the effectiveness and usefulness ofStoryExplorer, we conducted two case studies and in-depth user interviews with 16 target users. The result shows that users can conveniently and effectively extract the storyline by usingStoryExploreralong with the proposed workflow.

Massive Open Online Courses (MOOCs) platforms are becoming increasingly popular in recent years. Online learners need to watch the whole course video on MOOC platforms to learn the underlying new knowledge, which is often tedious and time-consuming due to the lack of a quick overview of the covered knowledge and their structures. In this article, we propose ConceptThread, a visual analytics approach to effectively show the concepts and the relations among them to facilitate effective online learning. Specifically, given that the majority of MOOC videos contain slides, we first leverage video processing and speech analysis techniques, including shot recognition, speech recognition and topic modeling, to extract core knowledge concepts and construct the hierarchical and temporal relations among them. Then, by using a metaphor of thread, we present a novel visualization to intuitively display the concepts based on video sequential flow, and enable learners to perform interactive visual exploration of concepts. We conducted a quantitative study, two case studies, and a user study to extensively evaluate ConceptThread. The results demonstrate the effectiveness and usability of ConceptThread in providing online learners with a quick understanding of the knowledge content of MOOC videos.