However, a number of papers discussed the problems existing with the quality of teaching videos. During the time period mentioned above, 141 matching papers were obtained by inputting “teaching videos” plus “quality” (precise word frequency) in CNKI. The main factors affecting the quality of teaching videos can be obtained by reading and analyzing these papers (see Table 1). These conclusions are drawn against the background of research on online teaching videos including the online curriculum and video open courses. They also fit other types of teaching videos, such as television teaching materials and micro lectures.  

Table 1: Summary of factors creating problems in teaching videos 

Note: The categories in Table 1 were collated by the author of this paper, and the author refers only to the first author. 

As for the quality problems in the five aspects exist in the teaching videos, most of them will directly influence the attractiveness of the teaching videos, for example, the 12 factors in the three aspects of technology, interaction and design; some will exert indirect impact, such as the 5 factors listed in columns of Concept and Standard. This research will discuss the affecting factors of the attractiveness of teaching videos from three aspects including technology, interaction and design. 

III. Study method

This research used a questionnaire survey to collect data about the factors affecting the attractiveness of teaching videos from teachers and students, using SPSS statistical software to calculate and analyze the data. The strategies for enhancing the attractiveness of teaching videos were suggested on this basis.

1. Questionnaire design

The questionnaire shown in Table 2 was created on the basis of the analysis of Table 1. The questionnaire was designed to cover four parts. The first part covers the basic information of the teachers and students to be investigated; the second part concerns the teachers and students’ recognition of the factors affecting attractiveness; the third part is about their opinions on increasing attractiveness; and the last part includes two open questions. There are 15 questions for both questionnaires for teachers and students, in addition to two questions on video length. Types of questions include single choice, multiple choice and question-response. In theory, this kind of survey can only be carried out among students. However, considering teachers (referring to distance educators in general) have more discourse power in the aspects of teaching video design, production and application, it will be helpful in obtaining a more accurate conclusion.

Table 2: List of questions and question types included in the questionnaire