This paper explains a study involving the use of MOOC videos and Brightspace Learning Management System (LMS) functionalities to facilitate student mastery of concepts, especially in computer graphics courses. This work is a continuation of an earlier Work-In-Progress (WIP) study investigating the features of a learning management system (LMS) with respect to creating MOOC videos, which have been utilized and/or overlooked and/or being used improperly.

The WIP study was completed and detailed analysis was completed on student perceptions of the MOOC videos, the specific features of the MOOC videos and the final analysis of the results involving the students’ quantitative and qualitative feedback. Mastery orientation entails higher levels of student engagement and active learning exercises. To facilitate this, the study capitalized on an inventory of more than 100 high resolution video demos created for this instructor’s courses and use Brightspace features including Kaltura Interactive Quizzes, Intelligent Agents, and Strings to enhance and enrich them to present these to students in an engaging manner. On the whole, this innovative pedagogical model integrating Brightspace features can be seamlessly extended and replicated across other courses. This pedagogical model and the results are also applicable to other interested faculty member or course with video content. Especially Sophomore and Junior level students, where students have issues in mastering discipline-specific concepts and skills can exploit the advanced interactive facilities for engagement. However, senior Design (& Pre Senior Design Courses) will also benefit immensely through the use of reflection points and the interactive video functionalities. Various MOOC features were added to promote student engagement through the use of interactive quizzes, posting responsive video chats from instructor, addition of reflection points, etc.

Among the various important results discussed above, one of the key observations is that ‘having videos is not sufficient’. The video design needs to consider continuity and contextualization to allow students to understand how each video fits in the larger course context. Summarily, this effort endeavors capitalized on an inventory of more than 100 high resolution video demos created for this instructor’s courses and use Brightspace features including Kaltura Interactive Quizzes, Intelligent Agents, and Strings to enhance and enriched them to present these to students in an engaging manner.

It has been observed that 63% (n=67) of the students either agree or strongly agree that the interactive nature of the video materials helped them to better understand the information presented in the course. A pairwise statistical analysis was performed to check whether there is a significance difference in the satisfaction scores by courses.

Keywords: MOOC videos, Graphics tools, student engagement, LMS.