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100 |
videos/007_42zTQKMJNnU.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay. So, Okay, so that's all for today. Thank you for joining. Um I'm ending the class. Thank you. Thank you, sir. Thank you.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:56:52\n- End: 00:57:05\n-Reasoning description: This segment contains concluding remarks from the instructor, thanking students for joining and formally ending the class. While polite, it's administrative and doesn't offer further educational content on robotics navigation."
}
] |
101 |
videos/000_uvUnPbS1Xpc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:01:39\n- End: 00:01:57\n-Reasoning description: Following the statement \"Let me redraw the thing again,\" the instructor engages in approximately 18 seconds of erasing the whiteboard. This duration is purely a preparatory, non-instructional activity where the visual focus is on cleaning the board. There is no new educational content or explanation provided verbally during this period, which interrupts the learning flow and could be edited out to make the video more concise and maintain learner engagement."
}
] |
102 |
videos/000_flALqtQs7FI.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"And this is my class routine. You can understand I have three classes on Saturday and Thursday. I have one class on Monday and Wednesday, okay? So, uh, yeah, I have the day off on Sunday and uh, Tuesday, but Tuesday I keep this slot for my thesis student. So on that day, I don't want to have any discussion session for you, but you can discuss with me some other times. And of course, I am going to be online on this class time. Okay. And when our university will open, of course, I'll go to classroom on this time. So, that is my class routine.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:40\n- End: 00:01:22\n-Reasoning description: The instructor provides a detailed breakdown of his weekly teaching schedule, including specific timings for different sections of the CSE461 course and another course, CSE360. He also shares his personal schedule regarding days off and dedicated time for thesis students, which, while informative for overall availability, extends beyond the core introductory scope of the CSE461 robotics course itself. This lengthy administrative detail, particularly concerning other courses and personal time allocation, could be more concisely delivered in a syllabus, potentially distracting from the immediate educational objectives of introducing robotics."
}
] |
103 |
videos/000_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Is that clear class? So, can you tell us what to do? Tanjila, I can't hear you. Can anyone else hear her? No ma'am. Tanjila, we can't hear you. Is your microphone okay? Yes ma'am. Okay, now I can hear you. Right. Your voice is gone again. Yes ma'am. Are you talking? Are you saying anything? Yes ma'am. But we can't hear you. Your voice is coming and going.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:08:58\n- End: 00:09:37\n-Reasoning description: The instructor attempts to elicit a summary from a student (Tanjila) regarding the webinar presentation task. However, the segment becomes an extended troubleshooting session for Tanjila's microphone issues, lasting nearly 40 seconds. This technical difficulty and the attempts to resolve it are a deviation from the educational content about webinar presentations and distract the class."
}
] |
104 |
videos/001_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Jigs- Yes ma'am. Are you talking? Are you saying anything? Yes ma'am. But we can't hear you. Your voice is coming and going.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:09:41\n- End: 00:09:52\n-Reasoning description: This is a direct continuation of the microphone troubleshooting with the student Tanjila, immediately following a brief interruption for a new participant joining. The instructor is still unable to hear the student clearly, and the focus remains on the technical problem rather than the instructional content, making it an off-topic administrative issue."
}
] |
105 |
videos/002_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Uh, we'll be, at first, we'll be divided in Tanjila, please fix your microphone before the presentation, okay? Because we can't hear you. Your voice goes on and off. So if it happens on the presentation day, you are going to lose marks. I won't be able to mark your presentation, all right, Tanjila? Please fix it before the next class. Okay ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:09:53\n- End: 00:10:14\n-Reasoning description: The instructor advises student Tanjila to resolve her microphone issues before the actual presentation, warning about potential grade implications. While practical advice, this specific discussion stems from the preceding technical difficulties and focuses on future administrative concerns rather than the core instructional material about preparing for the webinar."
}
] |
106 |
videos/003_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Shakib Shadman Muktadirul Islam Nibir, Tabassum Bushra Effat Sultana Mehedi Hasan Siam and Mohammad Atik Hasan. You are in group number one and you got article number one. And group number two consists of Ahmed Munim Ramil, Abdullah Sani, Tasnim Aziz, Tabassum Touhid Raya, Mostofa, Mahmuda Tabassum and Nuzhat. So you got article number two, group two, all right? Now group three consists of Ishtiaq, Khalid Al Kafi, Sabuj Majumdar, Sifat Al Saif, Tanjila Fariha and Muktadir Hoq Sarkar. So this is your article. As I can see Abdullah has just joined. Group two, please let him know that he's in group two, all right? And group number four consists of Tanvir Shahriar, Farhin Ulfat, Mohammad Hossam, Mohammad Riyad bin Sajjad, Shoyeb Hasan and Tahmida Ahmed. You six are in group number four and you got article number four, all right?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:14:41\n- End: 00:15:51\n-Reasoning description: During this segment of over a minute, the instructor is performing the administrative task of forming student groups and assigning articles live in class, presumably using Slack as mentioned earlier. She is seen looking away from the camera, likely typing, and then reads out the group compositions and their assigned articles. This is a logistical activity necessary for the assignment but is not direct instruction on webinar presentation skills."
}
] |
107 |
videos/004_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Are you all clear now? Yes ma'am. Okay, then please keep reading the article because I may ask anyone to do the presentation now. It's like a demo presentation. You are going to practice it in the class. So take 10 minutes time. Please finish reading the article and also write down a few lines so that you can do the presentation. You can give an oral speech when I ask you. Okay? Is anyone ready? Is anyone ready now? Not yet, I guess. All right. Tabassum Touhid. Are you reading? No ma'am, I'm still reading. Okay. Mahmuda Tabassum. No ma'am, I'm also reading, still reading. Okay. Effat Sultana, what's your update? Uh ma'am, I'm still reading too. Shakib? Shakib Shadman? Still reading? Yes ma'am, I'm still reading. Farhin, I cannot see you properly.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:17:49\n- End: 00:18:39\n-Reasoning description: The instructor allocates 10 minutes for students to read an article and prepare for an in-class demonstration. Throughout this period, her verbal interactions are limited to checking if students are ready and reiterating the task. The primary activity is students working independently, which constitutes non-instructional time for an audience viewing the recording."
}
] |
108 |
videos/005_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Shakib Shadman. Ishtiaq. Khalid Al Kafi. Tanvir Shahriar. Farhin Ulfat. Tasnim Aziz Chowdhury. Atik Hasan. Nuzhat Tasnim. Sabuj Majumder. Mohammad Hossam. Riyad bin Sajjad. Shoyeb Hasan. Effat Sultana. Tabassum Touhid Raya. Sifat Al Saif. Tahmida. Tabassum Bushra. Mehedi. Munim. Mostofa. Ishtiaq Ahmed. Tanjila. Muktadirul Islam and Muktadir Hoq. Abdullah Sani. Mahmuda Tabassum.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:18:40\n- End: 00:19:19\n-Reasoning description: This segment is dedicated to the instructor taking attendance by calling out a list of student names. This is a purely administrative classroom procedure and significantly diverts from the educational topic of webinar presentations, offering no instructional content to the viewer."
}
] |
109 |
videos/006_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Muktadir Sarkar has just joined too. Is anyone ready yet? Is anyone ready now? Not yet, I guess. All right.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:21:06\n- End: 00:21:19\n-Reasoning description: The instructor acknowledges a late-joining student and then immediately returns to checking the class's readiness for the in-class demo presentation. This interaction is primarily administrative and class management, rather than delivering new educational content about webinars."
}
] |
110 |
videos/007_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Done class? We don't have much time. Are you still reading? Yes? Okay, but I cannot see Munim, Nuzhat, Tabassum Bushra, uh, then Mohammad Hossain, Mostofa, Sabuj, Ishtiaq, please turn on the camera. Let me give you attendance in the meanwhile. Shakib Shadman? Present ma'am, present. Ishtiaq? Present ma'am. Yes. Ishtiaq is present. Khalid Al Kafi? Tanvir Shahriar? Present ma'am. Farhin Ulfat? Present ma'am. Tasnim Aziz Chowdhury? Ma'am she is absent. Okay. Atik Hasan? Present ma'am. Nuzhat Tasnim? Present ma'am. Sabuj Majumder? Present ma'am. Mohammad Hossam? Present ma'am. Riyad bin Sajjad? Yes ma'am. Shoyeb Hasan? Yes ma'am. Effat Sultana? Present ma'am. Tabassum Touhid Raya? Present ma'am. Sifat Al Saif? Present ma'am. Tahmida? Present ma'am. Tabassum Bushra? Present ma'am. Mehedi? Yes ma'am. Munim? Present ma'am. Mostofa? Present ma'am. Ishtiaq Ahmed? Yes ma'am. Tanjila? Present ma'am. Muktadirul Islam and Muktadir Hoq? Present ma'am. Abdullah Sani? Okay. Mahmuda Tabassum? Present ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:23:10\n- End: 00:25:33\n-Reasoning description: This extensive segment, lasting over two minutes, is almost entirely dedicated to the instructor taking attendance again, calling out numerous student names. It also includes requests for students to turn on their cameras. This is a significant block of administrative activity that interrupts the learning process for viewers focused on the webinar presentation topic."
}
] |
111 |
videos/008_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So anyone ready? Is anyone ready now? Not yet, I guess. All right. Tabassum Touhid. Are you reading? No ma'am, I'm still reading. Okay. Mahmuda Tabassum. No ma'am, I'm also reading, still reading. Okay. Effat Sultana, what's your update? Uh ma'am, I'm still reading too. Shakib? Shakib Shadman? Still reading? Yes ma'am, I'm still reading. Farhin, I cannot see you properly. Okay, keep reading. Let me know when you are done.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:25:34\n- End: 00:26:00\n-Reasoning description: Following the lengthy attendance, the instructor again checks if students have finished their assigned reading for the in-class demo. Multiple students confirm they are still reading. This period is characterized by the instructor waiting for students to complete their independent preparation, offering no new instruction to the audience."
}
] |
112 |
videos/009_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"From the next day, I will give attendance just before, I mean, just five minutes before the class ends because I noticed that a lot of people leave after giving the attendance, but they don't know that I notice that and I, you know, mark them absent.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:26:56\n- End: 00:27:23\n-Reasoning description: The instructor digresses from the main topic to explain her rationale for changing her attendance-taking policy in future classes, citing issues with students leaving after early attendance. This is an administrative announcement and justification, not directly related to teaching about webinar presentations."
}
] |
113 |
videos/010_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Is anyone ready yet? Is anyone ready now? Not yet, I guess. All right. Tabassum Touhid. Are you reading? No ma'am, I'm still reading. Okay. Mahmuda Tabassum. No ma'am, I'm also reading, still reading. Okay. Effat Sultana, what's your update? Uh ma'am, I'm still reading too. Shakib? Shakib Shadman? Still reading? Yes ma'am, I'm still reading. Farhin, I cannot see you properly. Okay, keep reading. Let me know when you are done. You can do a presentation now, maybe on one or two paragraphs. You don't have to take the full article, the whole article.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:27:39\n- End: 00:29:04\n-Reasoning description: This is a final, prolonged period where the instructor is waiting for students to complete their independent reading and preparation for the in-class demo. She repeatedly asks if anyone is ready, while students are still engaged in their task. This segment lacks new instructional content and primarily reflects student work time."
}
] |
114 |
videos/011_ID8c0LDJhNc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, but I cannot see Munim, Nuzhat, Tabassum Bushra, uh, then Mohammad Hossain, Mostofa, Sabuj, Ishtiaq, please turn on the camera. Let me give you attendance in the meanwhile. Okay. Is anyone ready? None of you is done? None of you is done? Done class? We don't have much time. Are you still reading? Yes?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:29:04\n- End: 00:29:19\n-Reasoning description: In the concluding part of the class, the instructor focuses on administrative and class management issues. This includes requesting students to turn on their cameras, making a final check on their readiness for the demo, and reiterating the need to take attendance, all while the students are still supposed to be reading."
}
] |
115 |
videos/000_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay.\nSo,\nwe are going to look at reading comprehension question answer.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:02\n- End: 00:00:18\n-Reasoning description: The instructor begins by announcing the topic (reading comprehension) but then spends approximately 15 seconds navigating the screen to find the relevant material. This period involves visual screen sharing setup and waiting for a new participant to join (SIFAT AL SAIF), which is a technical setup rather than direct instruction. This pause could disrupt the learning flow for students reviewing the video."
}
] |
116 |
videos/001_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:01:35\n- End: 00:01:45\n-Reasoning description: Instruction is momentarily paused as the instructor handles a join request from a student (\"MD. SHOYEB HASAN SAYEM\"). This administrative task, visually confirmed by the \"Someone wants to join this call\" pop-up and the instructor clicking \"Admit\", interrupts the lesson flow. While necessary for class management, it's non-instructional for recorded viewing."
}
] |
117 |
videos/002_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:01:58\n- End: 00:02:03\n-Reasoning description: The delivery of instructional content is again briefly interrupted as the instructor attends to another student joining the call (\"Shakib Shadman Shoumik\"). This administrative action, involving a pop-up and admission, diverts attention from the ongoing discussion about reading comprehension."
}
] |
118 |
videos/003_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Please open box in your own device, all right?\nAnd um let me give you attendance meanwhile.\nOkay.\nAll right, so please take a few minutes time.\nAnd um let me give you attendance meanwhile.\nOkay.\nThere is no one in the class who couldn't submit the assignment, right? All of you submitted the assignment, right?\nAll of you also got a confirmation email, right?\nYes, ma'am.\nYes, ma'am.\nOkay.\nShakib Shadman, are you here?\nPresent ma'am, yes.\nMunim?\nMunim absent.\nMustafa?\nMustafa absent.\nIshtiaq?\nYes, ma'am.\nTanjila?\nTanjila absent.\nMuktadirul Islam Nibir present.\nMuktadir Haq is also present.\nAbdullahi Sani?\nAbdullahi Sani absent.\nMahmuda Tabassum?\nMahmuda Tabassum absent.\nKhalid Al Kafi?\nKhalid Al Kafi.\nTanvir Tanvir is present.\nFarhin Ulfat present.\nAtik Hasan present, right? Atik Hasan?\nYes ma'am.\nTasnim is also present.\nNuzhat Tasnim?\nNuzhat Tasnim.\nSabuj Majumdar present.\nMohammad Hosamuddin?\nUddin absent.\nRiyad bin Sajjad?\nYes ma'am.\nShoaib Hasan?\nYes ma'am.\nMahmuda Tabassum just joined.\nRifat Sultana Arya?\nRifat Sultana Arya.\nTabassum Tauhid Raya?\nTabassum Tauhid Raya.\nSifat?\nPresent ma'am.\nTahmida Ahmed is present.\nTabassum Bushra?\nTabassum Bushra.\nMehedi Hasan is present.\nOkay.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:06:31\n- End: 00:09:11\n-Reasoning description: The instructor explicitly shifts from the lesson topic to an administrative task: taking attendance. This involves calling out numerous student names, waiting for responses, and noting late arrivals (e.g., Mahmuda Tabassum). This extended period (nearly 3 minutes) is entirely dedicated to class administration, significantly breaking the continuity of the instructional material on reading comprehension and offering no learning value to a recording viewer. The video shows the instructor looking at their list and interacting with student icons."
}
] |
119 |
videos/004_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so let's do one thing.\nLet's, since I have already told you the, this is, you know, the all the paragraphs are about its benefits.\nSo, uh, just read the first two paragraphs and write the benefits only from these two paragraphs, okay?\nAnd if then we get time, then we will read the later two paragraphs, okay?\nSo, just read the first two paragraphs and write the answer, all right?\nOkay?\nOkay.\nOkay, ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:09:12\n- End: 00:11:43\n-Reasoning description: After giving an assignment (to read two paragraphs and list benefits), the instructor allows time for students to complete it. During this period, lasting over two minutes, there is virtually no direct teaching or new content delivery. The instructor is seen monitoring the chat, waiting for student responses. This segment represents student work time, which is not instructional for a passive viewer of the recording."
}
] |
120 |
videos/005_ZL7zx46gfkk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"of of what is there any problem?\nUm then how will you share?\nI mean I wanted to see and give you feedback for your um convenience for your benefit you know it's it's a problem.\nSo what you can do is Tasnim I guess you can um you can just take a picture and send me on on slack or maybe email.\nOkay?\nOkay ma'am.\nI will.\ngiving mental and physical relaxation.\nOkay, Muktadir, your one is okay, but try to use more of your own words because these are I understand the ideas are taken from the text, but even the language is coming from the text.\nSo use your own language, okay?\nOkay ma'am.\nOkay ma'am.\nOkay Shadman unfortunately the whole answer could not be pasted because you know this um message box in in Google Meet has a limitation.\nOkay, it's a good one.\nOnly transitional word again, okay?\nSame thing Atik.\nThere are many significant benefits of pursuing a hobby that leads people to that lead people to and then you know, write down the overall ideas, all right Atik?\nOkay ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:11:44\n- End: 00:13:31\n-Reasoning description: In this segment, the instructor engages in individual discussions with several students (Tasnim, Muktadir, Shadman, Atik) regarding technical issues with submitting answers and provides specific feedback on their written work. While feedback is important, this direct, one-on-one troubleshooting and commentary shifts the focus from the main lesson content to individual student issues and assessment. The discussion about Google Meet's chatbox limitations is also a technical, off-topic matter for a broader audience learning about reading comprehension."
}
] |
121 |
videos/000_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Someone wants to join this call\nTASNIM AZIZ CHOWDHURY (outside BRAC UNIVERSITY)\nDeny entry\nAdmit\nUh so we are going to start the class now. Uh because you know most of the students are here. Abdullah Sani please turn on the camera. Shoaib Mojumder turn on the camera. Nuzhat Tasnim turn on the camera.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:00\n- End: 00:00:15\n-Reasoning description: The segment begins with an administrative pop-up for admitting a student, followed by the instructor addressing multiple students to turn on their cameras. This is classroom management and administrative activity that precedes the actual lesson content, potentially delaying focused learning for those already present and ready."
}
] |
122 |
videos/001_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Someone wants to join this call\nMOHAMMAD HOSSAM UDDIN TASIN (outside BRAC UNIVERSITY)\nDeny entry\nAdmit\nAs-salamu alaikum maam. I am on transport right now. I am on my town. So maam, for today can my camera be turned off please?\nSomeone wants to join this call\nTAHMIDA AHMED (outside BRAC UNIVERSITY)\nDeny entry\nAdmit\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:01:00\n- End: 00:01:19\n-Reasoning description: The instructor is interrupted by multiple student joining requests and reads a chat message from a student explaining their camera situation. These interruptions break the flow of the lesson on narrative essays, shifting focus to logistical and administrative matters rather than the educational content about essay outlining."
}
] |
123 |
videos/002_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"narrative essay. Narrative essay outline. So let me show you the outline. I'm going to share my full screen because I want you to compare between the outlines and essays.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:01:22\n- End: 00:01:39\n-Reasoning description: The instructor is verbally explaining the action of setting up screen sharing to display the essay outline. While the words are related to the topic, the primary activity is a technical setup (transitioning to screen share), which involves a visual shift and a pause in the direct delivery of instructional content regarding the essay structure."
}
] |
124 |
videos/003_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Someone wants to join this call\nMD. MEHEDI HASAN SIAM (outside BRAC UNIVERSITY)\nDeny entry\nAdmit\nYes? What is it? Did anyone call me?\nCan you all hear me?\nNo ma'am.\nNo?\nYes ma'am, we can hear you. Yes ma'am.\nSomeone wants to join this call\nMAHMUDA TABASSUM (outside BRAC UNIVERSITY)\nDeny entry\nAdmit\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:02:51\n- End: 00:03:18\n-Reasoning description: This segment comprises multiple interruptions: admitting a student, the instructor responding to a perceived interruption, conducting an audio check with the class, and then admitting another student. These are all administrative and technical troubleshooting actions, diverting attention from the main educational content about essay outlines and their components."
}
] |
125 |
videos/004_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"let me make another docs and show it to you. I think that will be more convenient.\nSo this is the essay, let me just copy and paste from here.\nSo this is the topic. I'm going to make an outline now.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:04:03\n- End: 00:04:29\n-Reasoning description: The instructor pauses the lesson to create a new document and copy-paste content for demonstration purposes. This activity, while preparatory for further instruction, involves technical navigation and file management rather than direct teaching of essay outlining principles, causing a break in the learning flow."
}
] |
126 |
videos/005_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Just a minute.\nRight. So after writing the introduction, I'm just going to write this heading introductory sentence:\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:04:52\n- End: 00:05:11\n-Reasoning description: The instructor requests a moment ('Just a minute') to adjust the screen sharing setup, which is a technical interruption. The subsequent sentence serves to reorient the class to the instructional topic after the brief pause, rather than delivering new information during the adjustment itself."
}
] |
127 |
videos/006_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"I just try to make it bigger for your convenience.\nOkay, I think it's this size is okay, right?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:07:00\n- End: 00:07:11\n-Reasoning description: The instructor pauses the explanation of the central idea to adjust the font size or zoom level of the shared document. This action is a technical adjustment to improve the visual presentation but momentarily diverts from the continuous explanation of the essay outline content."
}
] |
128 |
videos/007_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:15:13\n- End: 00:15:18\n-Reasoning description: The instructor is performing a technical action of stopping and then re-sharing a specific tab to switch from the outline document to the sample essay. This transition involves on-screen navigation and is a preparatory step, not direct instruction."
}
] |
129 |
videos/008_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:15:32\n- End: 00:15:37\n-Reasoning description: This is another instance of the instructor adjusting the screen share, likely to ensure the correct document (sample essay) is displayed. This is a brief technical interruption before resuming the explanation of the essay content."
}
] |
130 |
videos/009_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Oh another thing class, do not make the essay 250 to 280 words longer. Do not make the essay, you know, longer than 250 to 280 words. I told you to write 300 words earlier, but no, don't do that because you have to write a reading comprehension question answer as well and you won't be able to manage time. So including the outline, I would say from 250 to 280 words would be okay, would be fine. Alright class?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:16:13\n- End: 00:16:41\n-Reasoning description: The instructor digresses from the topic of narrative essay outlines to provide administrative advice regarding the word count for the final exam. This shift to logistical exam instructions, while important for students, is not part of the core lesson on how to structure a narrative essay outline."
}
] |
131 |
videos/010_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:17:27\n- End: 00:17:31\n-Reasoning description: The instructor briefly closes the chat window on screen. This is a minor user interface interaction and does not involve any verbal instruction or direct teaching related to the essay."
}
] |
132 |
videos/011_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:20:35\n- End: 00:20:40\n-Reasoning description: The instructor is stopping and restarting the screen share. This is a technical adjustment to switch views or documents, and no instructional content is delivered during this brief transition."
}
] |
133 |
videos/012_dXZ1iZJ8Xtc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Why is so many people's camera off? Mohammad Hossain, Riyad, Abdullahis, Tanjila, Shoaib, Mehedi Hasan, Mahmuda Tabassum. Mehedi Hasan, what is wrong with your camera?\nMohammad Hossam, what is wrong with your camera?\nAnd Abdullah Sani.\nWhat is wrong? I have been saying this for a long time to turn on the camera.\nMa'am Sani is travelling.\nMa'am I messaged in the chat.\nI was not in this tab, I was probably showing you Box or something else. Okay.\nMa'am, I am on road.\nNow, suddenly, you know, everyone is traveling, right?\nI won't allow this in the next class, in the last class.\nYes, ma'am.\nNow Hosam is also on his way to home.\nWow, that's great.\nJust 10 minutes.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:23:03\n- End: 00:24:09\n-Reasoning description: The instructor dedicates over a minute to classroom management, addressing multiple students about their cameras being off, reading chat messages from students who are traveling, and commenting on these situations. This extended interruption significantly deviates from the main educational objective of discussing narrative essay outlines and assigning the next task, potentially causing a loss of focus for learners."
}
] |
134 |
videos/000_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Keep your camera on, all of you except for Tabassum Bushra and Shoeb.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:02:14\n- End: 00:02:22\n-Reasoning description: The instructor diverts from the lesson on story reviews to provide a classroom management directive regarding camera usage for participants. This administrative instruction, while brief, interrupts the flow of educational content and is not related to the learning objectives of story analysis. It is a shift from discussing the academic task to managing the online classroom environment."
}
] |
135 |
videos/001_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:02:23\n- End: 00:03:00\n-Reasoning description: This 37-second segment shows the instructor navigating her computer's browser to find and start an embedded video about story reviews. During this period, no new instructional content is delivered by the instructor; the visual focus is entirely on software manipulation and website navigation. This activity, while necessary for presenting the video, is non-instructional for the recording's audience and could lead to a drop in engagement before the actual instructional video begins."
}
] |
136 |
videos/002_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Now, there are six members in each group, only group one will get 14 minutes. Sorry. Ma'am, may I have to present that on Wednesday? On Wednesday, right. It's just an oral presentation. You don't have to make any slides or anything. You have watched a video, right? How the review, how the review has been orally presented, right? I have like reviewed the story just with my like just just orally. So you are going to do the same. Okay? You don't have to present anything. Everybody is going to be present in the class on that day because of course we need audience and it's going to be a group presentation. So group members must be there. All of your presentation is on Wednesday so you have to be present because it's a graded presentation. Okay? Class? Yes ma'am. Yes ma'am. What else? I was about to say something. I forgot. Anyway. Does anyone have any question?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:10:26\n- End: 00:11:10\n-Reasoning description: Following an instructional video on story review structure, the instructor shifts to a 44-second discussion covering administrative details. This includes group sizes, presentation timings, clarification on the oral format of the presentation (confirming no slides are needed), attendance requirements, and grading criteria. This prolonged discussion on logistical aspects of a future assignment, including a brief personal aside where the instructor mentions forgetting something, deviates significantly from teaching the core concepts of how to conduct a story review, thereby breaking the lesson's continuity."
}
] |
137 |
videos/003_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"let me finish making the groups then I will announce the group members, name of the group members and you can also see that on Slack. That's why I was saying that some sometimes you miss important announcement and information from Slack. Okay, see if I missed anyone's name here. Mehdi Hasan Siam, please listen to me carefully. Mehdi Hasan Siam, Shakib Shadman Soumik, Ahammod Munim Ramil, Mahmud Mostofa Al Maruf, Ishtiak Ahmed, Tanjila Fariha, and Muktadirul Islam, you are in group one. You are going to present, you are going to review The Ransom of Red Chief, the first story, okay? You will see that on BuX. And then Muktadirul Hoque Sarkar, M. A. Abdullah Sani, Mahmuda Tabassum, Khalid Al Kafi, Tanveer Shahriar Ornob, and Farhin Ulfat, you are in group two. You are going to review The Lottery Ticket, the second story. And then, just a minute. Group number three: Atik Hasan, Tasnim Aziz, Nuzhat Tasnim, Sabuj Majumder, Mohammad Hosamuddin, and Riad Bin Sajjad, you are going to be in group three. So story number three, The Model Millionaire. Okay? The Model Millionaire. And now the last group. Just a minute. Okay, right. So the last group, Effat Sultana Aria, Tabassum Touhid Raya, Sifat Al Saif, Tahmida Ahmed, Tabassum Bushra and Mohammad Shoeb Hasan Saim. You six are going to be in group number four. And the story is the last story which is which is Three Questions. All right? All right. I will tell you how you can divide your, sorry. Ma'am, my name is missing. Who are you? What's your name? Ma'am, Atik Hasan. Atik Hasan. No, no, I included you. He's in group three, ma'am. Yes, you're in group three. Yes, you are in group three. Why don't you check Slack Atik? I'm I'm I have just made the group on Slack. That's why, you know, another platform is important. Anyway. Tahmida, do that today, all right? Tahmida? Do that today. Yes, ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:17:35\n- End: 00:19:40\n-Reasoning description: This extensive segment, lasting over two minutes, is almost entirely dedicated to administrative tasks. The instructor announces the members of four different student groups and assigns a specific story to each group for their upcoming presentation. This also includes an interaction where a student inquires about their group placement and a reminder to another student about a task. This detailed logistical organization for a future assignment, while necessary for course management, is a clear departure from the ongoing lesson objective of teaching story review techniques and structure."
}
] |
138 |
videos/004_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:19:45\n- End: 00:26:35\n-Reasoning description: This extended period of approximately 6 minutes and 50 seconds shows the instructor's shared screen displaying a story titled 'Hearts and Hands' and an 'Activity' page with questions from the BuX platform. Students were instructed to read the story and answer these questions individually. During this time, the instructor is not providing any verbal instruction or new educational content; only background noise from the Google Meet call is audible. This represents a significant portion of student independent work time which is non-instructional for someone viewing the recording and breaks the teaching flow of the main lesson on story reviews."
}
] |
139 |
videos/005_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:27:04\n- End: 00:27:11\n-Reasoning description: The instructor spends about 7 seconds navigating her screen to locate and start playing a YouTube video that serves as a sample story review. This brief action primarily involves tool manipulation and preparing the next instructional resource. While it's a transition to relevant content, the act of finding the video itself is non-instructional for the viewer of the recording."
}
] |
140 |
videos/006_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay? Uh, you have to divide your work accordingly. There are only four parts. So maybe one can talk about the introduction and maybe the second and third person can talk about characters because if there are like four characters, I think two people have a lot to talk about, you know, characters dividing two between them, right? Dividing four characters between two people and then, you know, each of the two people are going to talk about two characters in detail because you have to analyze the characters, you know. And then for the third part, one person, I think it's better if one person talk about the part that the whole group likes and the other person talks about the part that the whole group dislikes. So one, two, three, four, five, five people are done. And then the last person probably can talk about the concluding part. Right? And group one, since you have one person, uh maybe, you know, for conclusion, one can talk about uh if the story is worth reading and the other person can talk about if there is any moral lesson at the end of the story or you can just, you know, uh divide your work according to your wish, according to your convenience. I am just suggesting you what you may do, but it's not necessary. You have to plan your group presentation like that. It's completely up to you how you distribute your work, but just make sure that everybody is getting equal time to talk. It should not happen that one person is taking three minutes of time and the second person has to or the third person or the last person has to finish his or her presentation in just one minute because each group will get 12 minutes. Okay? Uh, only group one will get 14 minutes.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:37:27\n- End: 00:39:01\n-Reasoning description: For approximately 1 minute and 34 seconds, after showing a sample story review, the instructor provides detailed administrative guidance on how students should divide the workload for their group presentations. This includes suggestions for allocating different sections of the story review (introduction, character analysis, likes/dislikes, conclusion) among group members and managing presentation time per person and per group. This discussion focuses on logistical planning and task management for the upcoming assignment, rather than on the content or skills of story reviewing itself, thus deviating from the primary educational objective."
}
] |
141 |
videos/007_g72cIEp4EzA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"What else? Uh, I was about to say something. I forgot. Anyway.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:39:26\n- End: 00:39:29\n-Reasoning description: This brief 3-second segment features the instructor making a personal aside, stating she forgot what she intended to say before moving on to ask for student questions. This utterance is unrelated to the educational content of the lesson on story reviews and serves as a momentary, minor off-topic remark that doesn't contribute to the learning process."
}
] |
142 |
videos/000_X9l5teGrDe4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Mam I'm a bit sick. Can I please off? you can but the rest of you please turn on your camera. Only Muktadirul can keep his camera off as he said he's sick. But the rest of you please turn on your camera.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:08\n- End: 00:00:26\n-Reasoning description: This segment is dedicated to classroom management. The instructor addresses a student's request to turn off their camera due to illness and then instructs the rest of the class to turn theirs on. This administrative exchange deviates from the primary lesson on midterm exam preparation, temporarily pausing the instructional flow."
}
] |
143 |
videos/001_X9l5teGrDe4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:04:26\n- End: 00:25:13\n-Reasoning description: This extensive period of over 20 minutes is dedicated to silent, in-class work time for the students. The instructor is not providing any new verbal instruction, and the screen remains static. For a learner reviewing this video, this segment represents a significant dead space that disrupts the learning experience and contains no educational content."
}
] |
144 |
videos/002_X9l5teGrDe4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Ma'am, there will be, will there be any MCQs? No. Only written part, writing. First you have to do annotation, then you have to write down the main idea, and then you have to write a descriptive paragraph.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:25:09\n- End: 00:25:23\n-Reasoning description: This is a brief administrative clarification regarding the exam format. A student asks about multiple-choice questions, and the instructor confirms the exam will only have written components. While related to the exam, it's a procedural point rather than a direct lesson on writing skills, making it an off-topic administrative detail."
}
] |
145 |
videos/003_X9l5teGrDe4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so you were given marks out of eight. Okay? So starting with Mehedi Hasan, you got 5.6 out of 8. Shakib Shadman got uh 7.45 out of 8. Uh Ahmed Munim got 6.85. Mahmud Mostofa got 6.85. Istiak 7.25. Tanjila 6.95. Muktadirul Islam Nibir 6.95. Muktadirul Haque Sarkar 6.85. Abdullah Sani 5.85. Mahmuda Tabassum 7. Khalid Al-Kafi 6.5. Tanveer Shahriar Arnab 5.95. Farhin uh Ulfat 6.45. Atik Hasan uh 6.95. Tanzim uh Chowdhury 7.25. Nuzhat Tasnim 7.65. Shobuj Majumdar 6. Mohammad Hossam Uddin Tasin 5.75. Riyad Bin Sajjad 5.8. Shoib Hasan Sayem, are you there? Shoib Hasan Sayem? No, didn't come. Ifat Sultana Aria, are you there? Ifat Sultana Aria? Okay, not here. Then uh Tabassum Touhid 7.6. Sifat Al Saif 6.9. Tahmida Ahmed 6.95. Tabassum Bushra 7.15. Mehedi Hasan, Present, right? Present ma'am. Okay. Uh Shoib Hasan Sayem, absent. Rifat Sultana Aria. Tabassum Touhid Raya. Present ma'am. Sifat Al Saif. Present ma'am. Tahmida Ahmed. Present ma'am. Tabassum Bushra. Present ma'am. Mehedi Hasan. Present ma'am.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:30:21\n- End: 00:36:47\n-Reasoning description: This is a prolonged administrative segment where the instructor announces individual student quiz scores and then takes attendance by calling out each name. This activity is entirely unrelated to the educational content of the class, which is about writing techniques. The lengthy roll call and grade reporting significantly halt the lesson's momentum for any viewer watching the recording."
}
] |
146 |
videos/004_X9l5teGrDe4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Tanveer, you can also start writing the descriptive paragraph, all right? On the same topic that you did the presentation. So describe uh an incident that you enjoyed or even that you enjoyed the most with your family, right? So write a descriptive paragraph on the topic, on the same topic. Anyone else is ready to share the main ideas? Anyone? Or you need more time? You need more time? I'm giving you five more minutes, not more than that. Then you have to start sharing. You can start sharing. Ma'am, i am on road, on the way. Sifat, not done yet? Ma'am, uh I was facing some ma'am, I was facing some network issues, so Okay. That's why I'm late. Okay. Mehedi, what about you? Mehedi? Mehedi Hasan Siam. Ma'am, I need some few more minutes. Okay. Now I'm worried what are you going to do in the exam. Anyway, finish it quickly.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:42:43\n- End: 00:44:35\n-Reasoning description: This segment consists of logistical coordination and waiting. The instructor gives instructions for the next task to a student who has already presented, then repeatedly asks for new volunteers, and addresses a student's technical issues. This coordination and waiting period does not contain new teaching material and disrupts the lesson's pace."
}
] |
147 |
videos/000_2nuq4_hAQ00.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:00\n- End: 00:00:11\n-Reasoning description: The video commences with an 11-second period of ambient noise, including mouse clicks, as the instructor appears to be setting up the screen-sharing environment. This initial phase lacks any instructional dialogue or content directly related to the data structures lesson, serving as a preamble before the actual teaching begins and potentially disengaging learners waiting for content."
}
] |
148 |
videos/001_2nuq4_hAQ00.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:03:39\n- End: 00:03:46\n-Reasoning description: This segment, lasting approximately 8 seconds, involves the instructor erasing the current whiteboard content and then navigating the Microsoft Whiteboard software to a new blank page. During this time, there is no verbal instruction or presentation of new educational material related to data structures, representing a pause in teaching focused purely on managing the presentation tool rather than delivering content."
}
] |
149 |
videos/002_2nuq4_hAQ00.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Uh, sir, uh when will our lab sessions start? We're supposed to have one tomorrow, right? From next week. Next week. Okay. Right, thank you, sir. Uh sir, for our uh quizzes and assignments, do we have to use Java or Python? This is an option. You can use either Java or Python, but I suggest you learn both the languages. Okay. Uh sir, so since this the I think this is the first semester where doing Java, so could you differentiate some of the differences between Java and Python, that would be really helpful. Python is more of a high level than Java. In both are high level languages, but Python is a bit more high level. High level means easier, less complicated than Java. So, according to me, if you're start if you're starting to learn a programming language, you should go for C or Java, you know? So, when you use Python, Python's very easy. A lot of things you don't need to think. But still in this course...\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:29:03\n- End: 00:30:01\n-Reasoning description: This segment deviates from the core lecture on array operations (shifts and rotates) into administrative queries about lab session schedules and the choice of programming languages (Java vs. Python) for assessments. The instructor then elaborates on general programming language pedagogy. While potentially useful for students, this extended discussion on course logistics and broader programming advice interrupts the focused learning on specific data structure concepts that were being explained prior to these questions."
}
] |
150 |
videos/000_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, then let's start. Is my voice loud enough? Yes, sir.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:08\n- End: 00:00:21\n-Reasoning description: The instructor is checking their audio and making sure the students can hear them clearly. This is a technical check and not related to the main topic of the lecture. This segment could be removed to make the video more concise."
}
] |
151 |
videos/001_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, in the previous lecture there was there's a question, like a lot of students are facing problems with the with the term arrays. What array is, what it means, and so on. For now, let's let's uh let's say arrays and lists means mean the same thing, okay? Whenever we hear the word array, let's say, let's say this is the same as list. For now. So in the next week or so we we're going to look into this in a bit more detail. But so far, but for now let's say list and arrays are the same things. They store they are data structures which store multiple datas, multiple data and they are and those values are accessed using index numbers.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:43\n- End: 00:01:41\n-Reasoning description: The instructor is addressing a common confusion among students regarding the difference between arrays and lists. While this is a helpful clarification, it is a review of a previous topic and not directly part of the new lesson on circular arrays. This segment could be moved to a separate video or trimmed to maintain the focus of the current lecture."
}
] |
152 |
videos/002_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:02:47\n- End: 00:04:22\n-Reasoning description: The instructor is silently navigating through their notes to find the correct slide. There is no verbal instruction or new information being presented during this time. This long pause can disrupt the flow of the lecture and could be edited out."
}
] |
153 |
videos/003_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:14:18\n- End: 00:14:35\n-Reasoning description: The instructor is silently navigating to a new slide with a different example. There is no verbal explanation during this transition. This break in instruction could be trimmed to create a more seamless learning experience."
}
] |
154 |
videos/004_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:35:42\n- End: 00:36:18\n-Reasoning description: The instructor is silently navigating to a new section of the lecture on their whiteboard. There is no new information or verbal instruction during this time. This long pause could be removed to make the video more engaging."
}
] |
155 |
videos/005_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Uh, the question I had is uh, not about the B lectures, it's about the lab assignments. Uh, in the instructions, are we supposed to use also the naming convention as given in the questions or we can use any we want? You mean the naming convention? Yeah, in the in the labs. I think the naming convention is mentioned in the in the instruction. If you're if you're confused about anything regarding the lab, I suggest you consult Sifath miss. I'm writing her name in the chat box, or Anaf miss. These two teachers are basically the coordinators of the of this course. So if you have questions regarding these matters about naming conventions or submissions or anything, I I suggest you discuss or ask questions to these two ladies. Okay, sir. Thank you. I've I've written the names in the chat box, you can see. Yeah, I can see.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:38:05\n- End: 00:39:29\n-Reasoning description: A student asks about the naming conventions for lab assignments, and the instructor provides guidance on who to contact for such queries. This discussion is about course administration and not the technical content of the lecture. This segment could be edited out to keep the focus on the main topic."
}
] |
156 |
videos/006_xdiMsq2D4wA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No other questions, then we'll see you next week. Thank you very much. Thank you, have a nice day. Thank you, sir. Thank you, sir. Assalamu alaikum.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:39:50\n- End: 00:40:07\n-Reasoning description: The instructor is ending the lecture and saying goodbye to the students. This is a concluding part of the class and does not contain any instructional content. This segment can be removed to make the video more focused on the educational material."
}
] |
157 |
videos/000_sy9UDDDvJY4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:15:32\n- End: 00:15:49\n-Reasoning description: The instructor, after verbally outlining the links for node insertion at position zero ('Therefore, let me draw the links first. There will be two links from this one to this one, and there will be two links between these two.'), engages in approximately 17 seconds of silent drawing to visually represent these connections on the whiteboard. This specific period lacks concurrent verbal instruction to accompany the visual construction, potentially causing a momentary disengagement for learners relying on auditory cues. This is distinct from other segments where drawing and explanation are more synchronized, such as when initially introducing the linked list structure."
}
] |
158 |
videos/001_sy9UDDDvJY4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, A week sir lab, lab stack has happened but our theory hasn't started yet, so they started the lab after telling some fundamentals of stack. Stack is pretty easy, stack will take me half an hour, don't worry about it. Inshallah, next class we will start stack. In these few days, let me rest a bit and get well, then I can pull more.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:27:04\n- End: 00:27:44\n-Reasoning description: The instructor and a student discuss the course's lab schedule and the upcoming topic of 'stacks,' which is purely administrative and deviates from the current lesson on 'Dummy Headed Linked Lists.' This shift in conversation to logistical matters unrelated to the data structure concept being explained could disrupt the learner's focus on the primary educational content. The discussion concerns future class plans rather than elaborating on the linked list operations, which was the topic immediately prior to this digression."
}
] |
159 |
videos/002_sy9UDDDvJY4.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, are you gone? I think everyone left the meet. Sir, did he say anything at the end of the class? He was saying something and then everyone got disconnected. I think I have a network problem. I also thought that. I saw everyone left. Recording is on. Oh, okay. Sir, send a message on Slack and see what sir says.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:28:27\n- End: 00:38:59\n-Reasoning description: The instructor's audio and video feed ceases completely for over 10 minutes, with the whiteboard remaining static, displaying content related to linked list operations. The audio captures students discussing the apparent technical difficulty and whether the class has concluded, confirming a significant, unplanned interruption in instructional delivery. This extended period of inactivity and off-topic student conversation offers no educational value and breaks the continuity of the lesson entirely, leaving learners in a state of uncertainty."
}
] |
160 |
videos/000_8Lc7-uDDyCc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:00\n- End: 00:00:08\n-Reasoning description: This initial segment shows the screen recording software (OBS) interface before the actual lecture content begins. There is no verbal instruction or educational material presented, only mouse clicks can be heard. This part serves no learning purpose and is solely related to the technical setup of the video recording, making it a clear candidate for trimming to get learners directly to the content."
}
] |
161 |
videos/001_8Lc7-uDDyCc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Hello? Yes, sir. 34% on each side. Okay, I... why I am saying this, I will... let you know later, okay?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:20:19\n- End: 00:20:46\n-Reasoning description: The segment features a mix of English and Bengali, where the instructor and a student briefly discuss a specific detail about the normal distribution. While related to the topic, the language switch and the instructor's deferral of the explanation to a later point disrupt the flow of the primary lesson. This interaction could be edited for clarity and conciseness to maintain a consistent language and instructional pace for a broader audience."
}
] |
162 |
videos/002_8Lc7-uDDyCc.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, I had a question. The standard deviation we calculated here is four... Sir, this is not related to our question in any way. Sir, aren't we calculating this by looking at the graph? Specifically, it may or may not be given in the question. Because... if it is in the most granular form, then maybe it will be given in the question. But... if it is 95% or 68%... those are very popular numbers. So it may not be given in the question. Do you understand?\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:25:04\n- End: 00:26:44\n-Reasoning description: This segment is a prolonged question-and-answer session initiated in Bengali, which breaks the instructional flow for non-Bengali speakers. The instructor's response, while clarifying a valid point about standard conventions in statistics problems, is a digression from the direct explanation. The interaction highlights a potential ambiguity in the problem but interrupts the main lecture path for an extended period."
}
] |
163 |
videos/000_X5fYGgaAmc0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:00\n- End: 00:00:52\n-Reasoning description: This initial segment shows the instructor's screen recording software (OBS), followed by them navigating through their desktop and browser to set up a Google Meet presentation. The period culminates in a significant technical issue, displaying a 'You lost your network connection' error message. This entire duration contains no instructional content relevant to clustering and represents pre-lecture setup and technical troubleshooting, which can be removed to get learners directly to the content."
}
] |
164 |
videos/001_X5fYGgaAmc0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Hello everyone. So I hope it will fine now. Then we can start today's lecture.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:01:04\n- End: 00:01:15\n-Reasoning description: In this segment, the instructor is addressing the class about the prior technical difficulties and managing administrative tasks such as admitting a participant into the online call. This is a typical interaction from a live-recorded session that is not part of the core educational lesson on clustering. Removing this section would create a more direct and focused start to the lecture for viewers of the recording."
}
] |
165 |
videos/002_X5fYGgaAmc0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:01:15\n- End: 00:01:24\n-Reasoning description: This is a period of silence where the instructor is navigating their computer to open the presentation file. The screen transitions from the Google Meet interface to a PDF viewer containing the lecture slides. This activity is purely logistical and does not offer any instructional value to the viewer."
}
] |
166 |
videos/003_X5fYGgaAmc0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, I have one question that first we initiate uh, initiate a K first, right? Then after the algorithm runs, there will be a different K or the same same category? No, it will be the same K. The K value will not change. Just there will be two classes or two classifications... Okay sir, thank you... Sir, another question is uh, do we use which is more efficient, I mean the Euclidean distance algorithm or the Manhattan? Okay, so it is problem specific. Sometimes Euclidean will perform better... based on the nature of the problem... based on the application, you you have to choose which of the similarity measurement or distance measurement function will be applicable in your case.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:42:04\n- End: 00:43:27\n-Reasoning description: The instructor pauses the structured lecture to engage in a Q&A session with students, which is evident as the screen switches back to the Google Meet interface. The discussion revolves around the choice of K-value and the comparative efficiency of different distance measures like Euclidean and Manhattan. While related to the topic, this interactive segment breaks the flow of the prepared presentation and is a typical artifact of a live class that could be edited out for a more concise on-demand video."
}
] |
167 |
videos/000_oGTvZ-13bd8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:00\n- End: 00:00:08\n-Reasoning description: The video starts with the instructor setting up the screen recording. This segment is purely technical preparation with mouse clicks and window navigation, containing no instructional content before the lecture begins."
}
] |
168 |
videos/001_oGTvZ-13bd8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Hello everyone. Can you hear me clearly? Yes sir. Yes sir.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:08\n- End: 00:00:17\n-Reasoning description: This segment is a standard class greeting and audio check. While typical for a live session, it is administrative and not part of the core educational content on statistical inference, making it redundant for a recorded lecture."
}
] |
169 |
videos/002_oGTvZ-13bd8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:03:28\n- End: 00:03:36\n-Reasoning description: The lecture is paused as the instructor admits a late student, 'Mubin UC', into the online meeting. This is an administrative interruption that disrupts the flow of the explanation about the Chi-Square test example."
}
] |
170 |
videos/003_oGTvZ-13bd8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No sir. Thank you.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:20:30\n- End: 00:20:42\n-Reasoning description: The instructor's lecture is briefly interrupted to admit another student, 'Mohima Jannat', into the online class and respond to a student's comment. This is a logistical event specific to the live session and irrelevant to the educational content on ANOVA."
}
] |
171 |
videos/004_oGTvZ-13bd8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So here is the summation, and then here is X I minus of the grand mean. So X I that means each and every element. Like here, we can compute here 3 minus of 4, then square plus of again the second element, okay. Maybe we can say that this is the 2 minus of again 4, and then square plus of then plus of again this is 1. So 1 minus of 4 square plus we have to take this one now, 5 minus of 4 square plus of then here is the 3, 3 minus of 4, that is grand mean square and then plus then the 4 minus of 4 square plus, then here is the 6, 6 minus of 4 square plus of and then here is the 7, 7 minus of 6 square.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:32:33\n- End: 00:34:34\n-Reasoning description: This two-minute segment involves the instructor slowly writing out the full calculation for the total sum of squares (SS_tot). The audio primarily consists of him vocalizing the numbers as they are written, which is a slow and repetitive process. For a recorded format, this extended calculation without new conceptual explanation can be significantly condensed to improve pacing and maintain learner focus."
}
] |
172 |
videos/000_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"I have an announcement. In our next uh next class, next class, it will be on 12th November. So, in 12th November, uh so maybe I want to take one, one just quiz. Quiz on uh on fuzzy uh fuzzy Topsis and Topsis method. Is it fine? Sir, up to fuzzy and fuzzy Topsis method or man only fuzzy and fuzzy Topsis? Uh, Topsis and fuzzy Topsis. These two methods. Is it okay? Okay, sir, but since those two are the latest, I think my it would be better to take the older ones. Since those have been processed and these are yet to be processed. Since it's the newest two topics. I think you have to do it this one. And those methods are very easy. Uh sir. Yeah, please. Uh sir, uh I won't be uh present on the 12th of November. Can I take take the quiz on on another day? Yeah. If you have some emergency, then no problem. Okay. So I think you can decide that whether if you can suggest that maybe it's better if we can take the quiz first quiz on genetic algorithms and we can also take that. But I think Topsis is it will be you can also specifically these methods you can use in the project. Sir, we can't hear you properly. Your volume is very low. Okay. Let's connect it. Hello? Is it clear now? Yes, sir, we can hear you. Yes, sir. Okay, so uh uh I think it will be better if we can just take the quiz on on Topsis and Fuzzy Topsis method. Specifically, those methods are easy to calculate and also uh we have a plan to do some research work on on that on those topics, okay? So next week uh on 12th of this month, at the beginning of the class, we will have just quiz on Topsis and Fuzzy Topsis. So, this is the announcement.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:00:12\n- End: 00:04:22\n-Reasoning description: This extensive segment is a lengthy administrative discussion covering quiz announcements, scheduling, syllabus negotiation with students, and resolving a technical issue with the microphone. It digresses completely from the main lecture topic of Probability Theory and Naive Bayes, interrupting the flow of learning for over four minutes before the core instruction begins."
}
] |
173 |
videos/001_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, what will be the question pattern? Same as the example. Whatever we did in our lecture lecture sheet, please follow that. So we discussed specifically two examples over there. The question pattern will be will be the same. Maybe I will uh maybe provide some data and based on that, you have to find that uh the rank of the alternate candidates. It can be on fuzzy or fuzzy Topsis or maybe just on the normal Topsis. Sir, we didn't finish the fuzzy Topsis full, I think. You told us that, Sir, last class he didn't finish it. You sir had something in between and you told us you would finish it in the next class. today's class. Yeah, uh, in our last class's one example, I I did discuss. I think no need to discuss that example again because one example we already finished. Based on that, you can do the other part. That means the example we just skipped was similar to the previous one. Okay, sir. Yeah, please.\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: off_topic_discussion \n- Start: 00:04:22\n- End: 00:05:39\n-Reasoning description: This segment is a continuation of the off-topic administrative discussion about the quiz. The instructor and students discuss the question format and the completion status of a previous topic, which is not part of the current lecture's core material. This conversation further delays the start of the actual lesson on probability."
}
] |
174 |
videos/002_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:11:31\n- End: 00:11:34\n-Reasoning description: This is a brief, 2-second non-instructional break where the video switches to showing only the instructor's profile picture with no accompanying audio. This pause interrupts the visual and auditory continuity of the lecture, momentarily breaking the learning flow."
}
] |
175 |
videos/003_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:15:12\n- End: 00:15:17\n-Reasoning description: The video displays the instructor's static profile picture for five seconds without any instructional audio. This abrupt cutaway from the presentation slide disrupts the visual learning experience and serves as a minor editing gap in the lecture."
}
] |
176 |
videos/004_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:27:03\n- End: 00:27:05\n-Reasoning description: A brief, silent period of two seconds occurs where only the instructor's profile picture is visible. This pause in instruction disrupts the lecture's momentum and the learner's concentration on the complex topic of probability theory."
}
] |
177 |
videos/005_uyhd6OkBiBk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:31:46\n- End: 00:32:01\n-Reasoning description: This segment represents a clear break in the lecture flow. The instructor finishes explaining a concept, the video cuts to the Google Meet interface, and there is a 15-second period of silence with no visual or audio instruction, creating a disjointed experience for the learner."
}
] |
178 |
videos/000_Jk94Dqqh53A.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:00:05\n- End: 00:00:44\n-Reasoning description: This segment consists of a prolonged 39-second silence after the instructor shares the presentation screen. This dead air at the beginning of the lecture, likely due to setup or waiting for attendees, detracts from immediate engagement and can be removed to make the start of the video more direct and focused."
}
] |
179 |
videos/001_Jk94Dqqh53A.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"\"\n\nUser Query: Analyze this educational video and detect irrelevant segments that disrupt the learning process. Identify:\n1. Off-topic discussions (personal stories, unrelated chat, admin talks, etc.)\n2. Silent or non-instructional activities (e.g. instructor drawing silently, pauses, technical setups)\nFor each irrelevant segment, provide:\n- start and end timestamps\n- brief description with reasoning why it is irrelevant"
},
{
"from": "gpt",
"value": "Irrelevant Segment Type: silent_or_non_instructional_activity \n- Start: 00:32:49\n- End: 00:32:53\n-Reasoning description: A Google Meet notification interrupts the video, displaying a message that 'Someone wants to join this call.' This administrative popup is a distraction from the educational content and is irrelevant to the core lesson on SVMs, breaking the flow of the explanation."
}
] |
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