Abstract—This study reports on the implementation of a Lecture Video System that was developed to aid after-class learning. The purpose of the study was to investigate the pedagogical effects of the Lecture Video System with which the in-class lectures could be taped, edited and made available on the course website. This paper addresses students’ learning , self-regulation, cognitive strategy use, self-efficacy, test anxiety usage statistics of the course website, student questionnaire, student interviews and course instructor interviews were collected and analyzed. The results reveal that student’s sense of self-efficacy and attitudes towards the Linear Algebra course Although in both courses students’ intrinsic goal orientation, self-reg use were not better understand the more difficult concepts discussed in class. These findings pave a way for future practices of putting lecture videos on a course website. Index Terms—ICT integration, lecture video, on-line education. I. INTRODUCTION Learning: Study on Change of Learning Behavior Greg C. Lee and Chiung-Fang Chiu International Journal of Innovation, Management and Technology, Vol. 4, No. 3, June 2013 313 DOI: 10.7763/IJIMT.2013.V4.413 Manuscript received April 14, 2012; revised January 11, 2013. This work was supported in part by the National Science Council of Taiwan, ROC, under the Grant numbers NSC 97-2511-S-003-007-MY3 and NSC 99-2631-S-003-002. s with Department of Computer Science and Information Engineering, National Taiwan Normal University, Taiwan (e-mail: leeg@csie.ntnu.edu.tw). Chiung-Fang Chiu with the Graduate Institute of Curriculum Instruction and Technology, National Chi-Nan University, Taiwan (e-mail: cfchiu@ncnu.edu.tw). Greg C. Lee i after-Class Implementation of a Lecture Video System for behavior from six perspectives: intrinsic goal orientation and attitude towards the course. Experiments were conducted in as the two sophomore-level requirement courses. Data such were improved by having the lecture videos available on-line. ulation, test anxiety, and cognition strategy affected, the majority of the students thought the lecture videoswere useful to their post-lecture learning. It helped them The use of videos to enhance learning has many advantages. For one, audiovisual experiences can heighten students’ awareness and encourage critical thinking skills.Past researches indicated that repeated viewings of explanations on difficult to grasp concepts can enhance learners’ ability to understandcontents [1], relate topics or lessons that seem unrelated[2]and facilitate reflective thinking[3], which are important to effective learning. Taping lecture videos can afford students’ repeated viewing and rehearsing of the lecturematerials. It can enhancethe development of deep understanding in topics initially ignored [4],[5].With the friendliness of Web interface and the development of streaming technology, the implementation of lecture video systems is much easier than before. Therefore, many universities have developed lecture-capturing systems to assist students’ learning, including the Lecture Browser system of Cornell University [6], the Inter Labs system of Bradley University [7], the Lectern system of New York State University [8], the Lecture Recording System of Kyushu Sangyo University [9], and the eClass system of Georgia Institute of Technology [10]. Implementation practicability is an important factor to be considered when developing lecture video capturing systems to facilitate learning. If the implementation cost is too high, such as needing an electronic whiteboard or a classroom with special equipment, the practicability would be limited. A practical lecture video production and viewing system was developed for this study. The instructors lecture in a typical classroom without having to change their original teaching style. The system allows the lectures to be videotaped, semi-automatically post-processed, and, automatically uploaded to the course website. This paper will introduce our lecture video production system and report the results of the evaluation study conducted in two college-level computer science courses. The focus of the studying was to investigate whether students’ learning behavior will be affected through the aid of the lecture video learning system. The study addresses students’ learning behavior from six perspectives: intrinsic goal orientation, self-regulation, cognitive strategy use, self-efficacy, test anxiety, and attitude toward the course. The intrinsic goal orientation assessed students’ belief about the important and interest of the course. It concerns the degree to which the student devoted himself to learning. The self-regulation about learning is defined as student’s ability and motivation to plan, implement, and monitor various learning strategies to facilitate knowledge growth. As to cognitive strategy use, it measures the strategies, such as rehearsal, elaboration, and organization, used by students when they study. In terms of self-efficacy for learning, it concerns the student’s perception of efficacy in his ability to study the course. Test anxiety assesses the degree of anxiety the students experience when taking exams. Many researchers suggest that factors such as intrinsic goal orientation, self-regulation, self-efficacy, test anxiety and cognitive strategy use have significant impacts on student performance and achievement in the traditional classroom [11]-[13]. Thus, if these perspectives of learning behavior can be improved, it will have positive impact to students’ learning. Previous researches [5]-[9] about lecture video focused more on the technology and development of system architecture and functions, but less on the investigation about educational implications. In this study, we want to investigate whether the usage of the lecture video learning system can result in improvements in students’ attitudes towards the course and their learning behavior along aforementioned perspectives.