文章名称：Active learning with online video: The impact of learning context on engagement
文献引用：Seo, Kyoungwon, Dodson, Samuel, Harandi, Negar M., Roberson, Nathan, Fels, Sidney, & Roll, Ido. (2021). Active learning with online video: The impact of learning context on engagement. Computers & Education, Vol 165, 0. doi: https://dx.doi.org/10.1016/j.compedu.2021.104132, © 2021 by Elsevier. Reproduced by Permission of Elsevier.
量表名称：Video-Based Learning Activity Engagement Measure
计分方式：From four or five choices, participants are able to choose all intents that apply. In addition, respondents are invited to write-in additional intents using an “Other, please specify” option.
使用许可：Test content may be reproduced and used for non-commercial research and educational purposes without seeking written permission. Distribution must be controlled, meaning only to the participants engaged in the research or enrolled in the educational activity. Any other type of reproduction or distribution of test content is not authorized without written permission from the author and publisher. Always include a credit line that contains the source citation and copyright owner when writing about or using any test.
量表维度：
Below are typical activities that students perform with ViDeX. For each question, please choose one or more answers that best explain your intent(s) for doing this activity. Please choose all answers that apply. If you almost never engage in one of these activities, please skip that question.
1. When watching an instructional video, I typically pause because ...
a. I need time to think and reflect on what I just watched.
b. I want to write a note.
c. Something else is grabbing my attention or I need a break.
d. I search for additional information using the web, textbook, and so on.
e. Other, please specify here:
2. When watching an instructional video, I typically navigate forwards because …
a. I find the content to be irrelevant, boring, or already known to me.
b. I want to get the gist of the content before I watch the entire video, to know what to expect and decide whether to watch it.
c. I prefer to study the video at my own pace by jumping around, instead of watching linearly.
d. Other, please specify here:
3. When watching an instructional video, I typically navigate backwards because ...
a. I zoned out or got distracted, and want to make sure I did not miss anything.
b. I did not get the explanation the first time.
c. It helps me remember the content.
d. I can start from the end goal and understand the path that was taken to get there.
e. Other, please specify here:
4. When watching an instructional video, I typically highlight sections of the video because ...
a. It helps me remember what is said in the video.
b. I bookmark content that I want to return to later.
c. Later, it is easier to review my annotations than to rewatch the entire video.
d. I mark the first time that important concepts appear.
e. Other, please specify here:
5. When watching an instructional video, I typically annotate on the video itself because ...
a. I want to add relevant information that is not on the video.
b. I want to remember something important for an assignment or test.
C. I summarize the video to save study time.
d. Notes on (ViDeX) help me find the original videos.
e. Other, please specify here:
6. When watching an instructional video, I typically search the filmstrip and/or transcript because ...
a. To locate a specific piece of information to navigate to.
b. To better understand what is being said in the video.
c. I like to read the transcript while watching the video.
d. I am looking for a keyword.
e. Other, please specify here:
7. When watching an instructional video, I typically change the playback speed (faster and/or slower) because ...
a. The speaker is talking too slow or fast.
b. Speeding up the playback saves me time.
c. I am familiar with the content.
d. I am unfamiliar with the content.
e. Other, please specify here:
