@incollection{mirriahi_analytics_2017,
	address = {Alberta, Canada},
	edition = {1},
	title = {Analytics of {Learner} {Video} {Use}},
	isbn = {978-0-9952408-0-3},
	url = {http://solaresearch.org/hla-17/hla17-chapter1},
	abstract = {Videos are becoming a core component of many pedagogical approaches, particularly with the rise in interest in blended learning,  ipped classrooms, and massive open and online courses (MOOCs). Although there are a variety of types of videos used for educational purposes, lecture videos are the most widely adopted. Furthermore, with recent advances in video streaming technologies, learners’ digital footprints when accessing videos can be mined and analyzed to better understand how they learn and engage with them. The collection, measurement, and analysis of such data for the purposes of understanding how learners use videos can be referred to as video analytics. Coupled with more traditional data collection methods, such as interviews or surveys, and performance data to obtain a holistic view of how and why learners engage and learn with videos, video analytics can help inform course design and teaching practice. In this chapter, we provide an overview of videos integrated in the curriculum including an introduction to multimedia learning and discuss data mining approaches for investigating learner use, engagement with, and learning with videos, and provide suggestions for future directions.},
	booktitle = {The {Handbook} of {Learning} {Analytics}},
	publisher = {Society for Learning Analytics Research (SoLAR)},
	author = {Mirriahi, Negin and Vigentini, Lorenzo},
	editor = {Lang, Charles and Siemens, George and Wise, Alyssa Friend and Gaševic, Dragan},
	year = {2017},
	pages = {251--267}
}