Self-Regulation, Knowledge, Experience: Which User Characteristics Are Useful for Predicting Video Engagement?

The use of videos in education has attracted considerable research attention. However, in order to gain the most benefits, learners need to actively engage with videos. It is an important, yet challenging, task to disentangle the relation between engagement with videos and learning, and at the same time to take into account relevant individual differences in order to offer personalised support. In this paper we investigate the question: `Can user characteristics relating to self-regulation, knowledge, and experience be leveraged for predicting user engagement with videos?'. Our results show that users' domain knowledge and self-regulation abilities can inform overall engagement prediction (inactive, passive and constructive learners), which makes them useful for adaptation and personalisation.