Impact of Different Quality of Service Mechanisms on Students' Quality of Experience in Videoconferencing Learning Environment
Journal
Turkish Online Journal of Distance Education
Date Issued
2018-07-01
Author(s)
Malinovski, Toni
Trajkovik, Vladimir
Vasileva-Stojanovska, Tatjana
Abstract
Videoconferencing technology is a successful tool for expanding possibilities for
collaborative and distance learning, while bridging the distance between the teacher and
students, providing time and cost savings. Recently, the focus in literature and practice for
quality requirements are shifting from deterministic behavior of the infrastructure in
videoconferencing learning environments to students’ Quality of Experience, as subjective
measure that involves human dimensions. Hence, this study evaluates the impact of
different Quality of Service mechanisms utilized in the infrastructure on students’ Quality
of Experience in videoconferencing learning environments. It involved 263 faculty students
that participated in 42 learning sessions via videoconferencing during their academic
activities, while the infrastructure was subjected to Quality of Service mechanism in the
network, as well as application enhancement in the videoconferencing platform, or both.
The performance counters from the technical equipment and results from the survey
regarding students’ perceived experience, showed definite Quality of Service to Quality of
Experience correlation. When network and application Quality of Service were considered
complementary, students’ Quality of Experience was in average 18.5% higher compared to
network and 15% to application Quality of Service implementations. Similarly, best
technical performance was achieved when both mechanisms were consider as a whole,
such as 34% decrease in average transmit delay compared to application and 62.5% to
network Quality of Service mechanisms, etc. Finally, application controls had greater
impact on perceived students’ Quality of Experience than the network ones, which
correlated to performance behavior of the infrastructure.
collaborative and distance learning, while bridging the distance between the teacher and
students, providing time and cost savings. Recently, the focus in literature and practice for
quality requirements are shifting from deterministic behavior of the infrastructure in
videoconferencing learning environments to students’ Quality of Experience, as subjective
measure that involves human dimensions. Hence, this study evaluates the impact of
different Quality of Service mechanisms utilized in the infrastructure on students’ Quality
of Experience in videoconferencing learning environments. It involved 263 faculty students
that participated in 42 learning sessions via videoconferencing during their academic
activities, while the infrastructure was subjected to Quality of Service mechanism in the
network, as well as application enhancement in the videoconferencing platform, or both.
The performance counters from the technical equipment and results from the survey
regarding students’ perceived experience, showed definite Quality of Service to Quality of
Experience correlation. When network and application Quality of Service were considered
complementary, students’ Quality of Experience was in average 18.5% higher compared to
network and 15% to application Quality of Service implementations. Similarly, best
technical performance was achieved when both mechanisms were consider as a whole,
such as 34% decrease in average transmit delay compared to application and 62.5% to
network Quality of Service mechanisms, etc. Finally, application controls had greater
impact on perceived students’ Quality of Experience than the network ones, which
correlated to performance behavior of the infrastructure.
Subjects
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