Analysis of video guides with multimedia annotations

The teaching guides are mandatory for the evaluation of the programs, as an important resource to inform university students. however, the reality is different, in practice they are not usually read. The research analyzes a project that converts teaching guides into more interactive and attractive resources through video guides and video annotations with social tagging. With a mixed research design we asked: a. knowledge about the guides, b. assessment of the video guides, and c. satisfaction with the video annotations. A sample of 132 students from different courses and degrees of education from two Spanish universities. We found a high number of students who do not read the teaching guides or with little detail (91.7%), valuing very positively the format of videoguides as the methodology of video annotations despite not having previous experience (90.4%).