Authoring Virtual Peer Interactions for Lecture Videos

Lecture videos have become a prevalent learning resource, due to the rising popularity of educational video platforms and the necessity for remote learning during the COVID-19 pandemic. However, lecture videos limit feasible pedagogical approaches, since there are no interactions that students would engage with and learn from in synchronous classes. In this study, we proposed virtual peers - virtual TAs and students that interact with each other as though they are watching the video for the first time together - to help real students learn from observing their interactions. We conducted two rounds of interviews and participatory designs with instructors and TAs to design an authoring tool that would help them create engaging virtual characters and author five types of pedagogically valuable interactions. The design received favorable preliminary feedback from instructors. They expect the tool to add valuable components that are missing from lecture videos with minimal additional effort on their parts.