Learning from Videos Showing a Dialog Fosters More Positive Affect Than Learning from a Monolog

How much students learn from instructional videos is influenced by the type of video. Prior work has shown that when students are given a video showing a dialog between a tutor and a tutee, they learn more than if the video shows a monolog delivered by a tutor. To date, however, there does not exist work investigating how each type of video impacts student affect. To fill this gap, we apply sentiment analysis to transcripts of students learning in each context. We show that learning from videos with dialog fosters more positive affect for university-level students, but not for middle-school students.