Massive Open Online Courses (MOOCs) have become increasingly popular worldwide. However, learners primarily rely on watching videos, easily losing knowledge context and reducing learning effectiveness. We propose HyperMOOC, a novel approach augmenting MOOC videos with concept-based embedded visualizations to help learners maintain knowledge context. Informed by expert interviews and literature review, HyperMOOC employs multi-glyph designs for different knowledge types and multi-stage interactions for deeper understanding. Using a timeline-based radial visualization, learners can grasp cognitive paths of concepts and navigate courses through hyperlink-based interactions. We evaluated HyperMOOC through a user study with 36 MOOC learners and interviews with two instructors. Results demonstrate that HyperMOOC enhances learners' learning effect and efficiency on MOOCs, with participants showing higher satisfaction and improved course understanding compared to traditional video-based learning approaches.

翻译：大规模开放在线课程（MOOC）已在全球范围内日益普及。然而，学习者主要依赖观看视频，容易丢失知识脉络并降低学习效果。我们提出HyperMOOC——一种通过基于概念的嵌入式可视化增强MOOC视频的新方法，以帮助学习者保持知识脉络。基于专家访谈与文献调研，HyperMOOC针对不同知识类型采用多符号设计，并通过多阶段交互促进深度理解。借助基于时间线的径向可视化，学习者能够掌握概念的认知路径，并通过基于超链接的交互进行课程导航。我们通过对36名MOOC学习者的用户研究及两位授课教师的访谈评估了HyperMOOC。结果表明，与传统视频学习方式相比，HyperMOOC显著提升了学习者在MOOC平台上的学习效果与效率，参与者表现出更高的满意度及对课程内容更深入的理解。