Dataset Viewer
id
int64 0
179
| video
stringlengths 26
26
| conversations
listlengths 2
2
|
|---|---|---|
0 |
videos/000_Pi1-b50VHB8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, hello, can you hear my voice? Yes ma'am. Okay, so let's start.\"\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: 00:00:08\n-Reasoning description: The instructor begins the session by checking if their voice is audible and then formally starts the lecture. This initial interaction is a logistical setup for the online class, occurring before the actual educational content on \"Mapping EER Model Constructs to Relations\" begins, and thus does not contribute to the learning objectives. It distracts from the immediate dive into academic material."
}
] |
1 |
videos/001_Pi1-b50VHB8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So, we will have four tables, one for each super class and sub 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: silent_or_non_instructional_activity \n- Start: 00:02:03\n- End: 00:02:07\n-Reasoning description: The instructor momentarily pauses the explanation of Option 8A to admit new participants ('MIFTAHUL JANNAT ORPI and SAHRIAR WAHID GALIB') to the online meeting, as indicated by a visual pop-up ('Admit all?') and system sounds. This brief interruption for platform management, while short, breaks the continuous flow of teaching about creating separate tables. The visual focus shifts from the Jamboard to the meeting controls, potentially disengaging learners."
}
] |
2 |
videos/002_Pi1-b50VHB8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"the subclass technician, and the subclass I think it was engineer.\"\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: 00:02:11\n- End: 00:02:14\n-Reasoning description: Teaching is again briefly interrupted as the instructor attends to admitting another participant ('MONJUR AHMED') to the Google Meet session, indicated by a visual pop-up. This administrative action, involving interaction with the meeting interface, causes a slight pause in the explanation of the 'Engineer' subclass table under Option 8A. Such interruptions, though minor, can fragment the learning experience."
}
] |
3 |
videos/003_Pi1-b50VHB8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Alright. So, for your different layers, you'll have to do separate mappings. So, we'll come to that a bit later. I will show you. For now, remember your question. We will come back to it 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: 00:19:11\n- End: 00:19:23\n-Reasoning description: After a student asks a relevant question about multi-level hierarchies (which was on-topic), the instructor's response in this segment is to defer the answer. This part of the interaction focuses on lecture management rather than directly teaching the EER mapping concepts. While managing questions is part of teaching, this specific deferral temporarily halts the direct instruction on Option 8D which was being discussed."
}
] |
4 |
videos/004_Pi1-b50VHB8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"actually we are done with this chapter. Step nine is not in our syllabus. So we have until slide number 28. Okay. Any questions? Any overall questions about this?\"\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: 00:29:39\n- End: 00:29:50\n-Reasoning description: The instructor signals the end of the chapter's content, provides administrative information about the syllabus (Step 9 not being included), and states the final slide covered. This is purely logistical information related to course structure and does not contribute to the understanding of EER model mapping. It serves as a concluding administrative note rather than an extension of the educational content."
}
] |
5 |
videos/000_AZlvSdQzbk0.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: off_topic_discussion \n- Start: 00:02:05\n- End: 00:02:11\n-Reasoning description: The instructor's lecture is interrupted by an administrative task of admitting a student to the online class. This segment shifts the focus from the instructional content on database mapping to the user interface of the meeting software. Such interruptions disrupt the learning flow for viewers of the recorded session."
}
] |
6 |
videos/001_AZlvSdQzbk0.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: off_topic_discussion \n- Start: 00:15:34\n- End: 00:15:38\n-Reasoning description: This segment captures a break in the instructional flow where the instructor admits a new participant into the online meeting. The main topic of one-to-one relationship mapping is paused for this administrative action. For a learner watching the recording, this is a non-essential interruption that could be edited out to improve focus."
}
] |
7 |
videos/002_AZlvSdQzbk0.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: 00:17:22\n- End: 00:17:38\n-Reasoning description: The instructor spends approximately 16 seconds silently resizing and repositioning a table element on the digital whiteboard. This action is purely for formatting and does not contribute new educational content. This prolonged silence and non-instructional activity can lead to a drop in learner engagement as they wait for the lesson to continue."
}
] |
8 |
videos/003_AZlvSdQzbk0.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: 00:20:11\n- End: 00:20:22\n-Reasoning description: After verbally explaining the rule for mapping an n-ary relationship, the instructor spends over 10 seconds silently drawing the resulting table structure and its relational arrows. This visual demonstration, while related, is not accompanied by concurrent explanation, creating a silent gap in the teaching process. This pause disrupts the rhythm of the lecture and could be made more concise."
}
] |
9 |
videos/004_AZlvSdQzbk0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"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: 00:21:06\n- End: 00:21:14\n-Reasoning description: The educational content is paused again, this time to admit another participant and address a system notification about an audio echo. This segment combines an administrative task with a technical issue, both of which are irrelevant to the core lesson on n-ary relationships. These interruptions are common in live recordings but are distracting in a final educational video."
}
] |
10 |
videos/005_AZlvSdQzbk0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So if there are no questions, I will end here today.\"\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: 00:21:15\n- End: 00:21:18\n-Reasoning description: This segment consists of the instructor's closing remarks for the class session. It is an administrative conclusion to the live lecture and does not contain any further educational information on the topic of ER-to-Relational mapping. This serves as an abrupt end to the instructional content for anyone viewing the recording."
}
] |
11 |
videos/000_5y2E4aWclz8.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: 00:00:02\n- End: 00:00:04\n-Reasoning description: The instructor momentarily switches the screen from the PowerPoint presentation about 'Chapter 10' to an Excel spreadsheet titled 'CSE370_Fall23_Attendance_Marks'. During this brief period, the instructor visually interacts with the attendance sheet, an administrative task unrelated to the database systems lecture content. This diverts the learner's attention from the primary topic of 'Functional Dependencies and Normalization' and interrupts the instructional flow right at the beginning of the chapter's introduction."
}
] |
12 |
videos/001_5y2E4aWclz8.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: 00:00:49\n- End: 00:00:52\n-Reasoning description: The lecture flow is briefly interrupted as the instructor attends to a Google Meet notification indicating 'Someone wants to join this call.' The screen shows the meeting interface as the instructor admits participant SAHRIAR WAHID GALIB. This is an administrative action managing the online classroom environment, pausing the explanation of the 'Chapter Outline' and diverting visual and cognitive focus from the lesson."
}
] |
13 |
videos/002_5y2E4aWclz8.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: 00:02:02\n- End: 00:02:06\n-Reasoning description: The instructor pauses the explanation of 'Guideline 1: Semantics of the Relation Attributes' to manage the online meeting. A notification 'Someone wants to join this call' appears for ARGHA DAS, and the instructor admits the participant. This administrative task, though brief, momentarily diverts focus from the core educational content on database design guidelines, breaking the continuity of the explanation."
}
] |
14 |
videos/003_5y2E4aWclz8.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: 00:03:55\n- End: 00:03:59\n-Reasoning description: While concluding the discussion on 'Guideline 1' and inviting questions, the instructor is interrupted by a Google Meet notification: 'Someone wants to join this call.' The instructor then admits participant NAZMUL HAQUE OMI. This meeting management activity is separate from the instructional content and momentarily halts the learning progression for other students."
}
] |
15 |
videos/004_5y2E4aWclz8.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So, actually I will not start today because I will probably need some more time to finish this and we don't have enough time left. So, I will start this from the beginning in the next class instead of doing a little bit today and\"\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: 00:22:46\n- End: 00:23:03\n-Reasoning description: The instructor discusses the logistical decision to not start the next major topic ('Functional Dependencies and Normalization') in the current session. They explain that it requires more time and will be covered comprehensively in the next class. This is a class management and scheduling announcement, distinct from the database design instruction, and signals the end of new content for the session."
}
] |
16 |
videos/000_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification: Someone wants to join this call]\"\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: 00:01:28\n- End: 00:01:31\n-Reasoning description: The instructor momentarily halts the explanation of functional dependencies, which was being illustrated on a Jamboard, to address a Google Meet notification for a student requesting to join. This administrative action, while necessary for class management, diverts attention from the core lesson on database concepts. The flow of teaching is briefly interrupted before resuming the Jamboard explanation."
}
] |
17 |
videos/001_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification sound]\"\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: 00:03:39\n- End: 00:03:42\n-Reasoning description: While discussing that both X and Y in a functional dependency X -> Y can be sets of attributes, referencing a Jamboard example, a notification sound indicates another student is joining. This brief interruption, marked by the system sound and the instructor's likely action to admit the student, breaks the continuity of the explanation about complex functional dependencies. The topic before this was about the components of the {SID, CCode} -> Grade functional dependency."
}
] |
18 |
videos/002_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification sound]\"\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: 00:04:26\n- End: 00:04:28\n-Reasoning description: The instructor is detailing examples of FD constraints from a PowerPoint slide (SSN -> ENAME, PNUMBER -> {PNAME, PLOCATION}, etc.) when a system notification indicates a student is waiting to be admitted. This diverts focus from the specific FD examples being illustrated to a class management task, momentarily pausing the instructional delivery. The previous topic was the {SSN, PNUMBER} -> HOURS example."
}
] |
19 |
videos/003_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification sound]\"\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: 00:04:33\n- End: 00:04:36\n-Reasoning description: Shortly after resuming the explanation of FD constraints and stating that slide 22 is not in the syllabus, another student joining notification occurs. This further fragments the learning experience, requiring the instructor to again shift from teaching database normalization concepts and syllabus guidance to handling an administrative request. The context was a transition from FD examples to discussing syllabus scope."
}
] |
20 |
videos/004_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification: Someone wants to join this call]\"\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: 00:05:35\n- End: 00:05:39\n-Reasoning description: As the instructor transitions to the core definition of Normalization and Normal Form, explaining how 'bad' relations are decomposed, a student joining request appears on screen. This administrative task interrupts the introduction of this key new topic in the lecture, potentially causing learners to miss the initial framing and importance of normalization in database design. The previous discussion was about different levels of normal forms (2NF, 3NF, etc.)."
}
] |
21 |
videos/005_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification: AVISHEK NANDI BARNA can now join this meeting]\"\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: 00:10:01\n- End: 00:10:12\n-Reasoning description: The introduction to Second Normal Form (2NF), including its prerequisites like being in 1NF and the concepts of FDs and primary keys, is interrupted by a notification that a specific student is joining the session. This administrative pop-up and the associated pause by the instructor to admit the student break the flow of explanation of crucial 2NF definitions. The instructor was just about to define 'Prime attribute'."
}
] |
22 |
videos/006_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[Google Meet notification sound]\"\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: 00:13:11\n- End: 00:13:14\n-Reasoning description: While the instructor is actively drawing on the Jamboard and verbally explaining the difference between partial and full functional dependencies using the {SID, CCode} -> Grade example for 2NF, a student joining notification provides a brief interruption. This administrative event momentarily distracts from the visual and verbal explanation of a core 2NF concept crucial for understanding normalization. The explanation of SName depending only on SID (a partial dependency) was in progress."
}
] |
23 |
videos/007_ou97MYa7QWQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"MD HASIBUL HASAN SUMAIYA ZAMAN MEHRAB MOHSIN KHAN AVISHEK NONDI Ma'am, can you me give me record of last 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: 00:39:33\n- End: 00:41:16\n-Reasoning description: The instructor explicitly shifts from the main lecture topic of database normalization to administrative matters. This segment is dedicated to taking attendance for students who joined late, involving students stating their names. It also includes a brief discussion about a student's lateness due to an ongoing lab session, and concludes with a student inquiring about the availability of the previous class's recording. This entire duration is non-instructional regarding the chapter's content and breaks the learning flow."
}
] |
24 |
videos/000_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so what I was saying is that the practice checklist in the practice sheet, the keywords that are there, if you know how to apply them, then it will be sufficient for you to get good marks in the exam.\"\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: 00:00:02\n- End: 00:00:18\n-Reasoning description: The instructor diverts from teaching specific SQL concepts to discuss the course's practice sheet and its relevance to exam preparation. This administrative advice, while helpful for students, interrupts the direct instructional flow of SQL syntax and usage, potentially causing a momentary shift in learner focus from the technical content. This segment is about study strategy rather than SQL execution."
}
] |
25 |
videos/001_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, and all of them are related to SELECT queries, which means insertion, deletion, update, alter table – none of those are there. Okay, whatever is related to SELECT queries, those are in your theory syllabus.\"\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: 00:00:18\n- End: 00:00:31\n-Reasoning description: This part focuses on defining the scope of the syllabus, specifically highlighting that only `SELECT` related queries are included, while `INSERT`, `DELETE`, `UPDATE`, `ALTER TABLE` are excluded. This is administrative information about course content and exam scope, rather than an explanation of how to use SQL, thus momentarily pausing the technical learning."
}
] |
26 |
videos/002_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"And with all these keywords, you have seen them in your lab. Today I will go through some of them, the ones that are a bit complex, I will go through them a little. If you want me to elaborate more on something or if you want me to explain some keyword, then just let me know, okay? If I miss or skip any keyword from here, or if you want me to explain, then if you let me know, I will explain it. Okay, so since you have done it in the lab, I am going a bit fast.\"\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: 00:00:31\n- End: 00:01:03\n-Reasoning description: The instructor outlines the lecture plan, mentioning a review of previously covered lab material and soliciting student interaction for clarifications. This segment is procedural and sets expectations for the session's pace and content, differing from direct instruction on SQL commands and their application, and can be considered a meta-discussion about the teaching approach."
}
] |
27 |
videos/003_R5UGFPWX48Q.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: 00:01:03\n- End: 00:01:05\n-Reasoning description: During this short interval, the instructor is silently scrolling through the document visible on screen. There is no verbal instruction or explanation of new SQL concepts occurring, making it a non-instructional activity focused on document navigation. This brief pause in teaching can disrupt the flow for learners reviewing the video."
}
] |
28 |
videos/004_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so what we will try our queries on today are these tables. So, in your exam too, a schema like this will be given, where there will be three or four tables, primary keys, foreign keys will be shown. And then there will be some questions, and for each question, you will have to write one query. There are usually three to five questions, so for each question, you have to write one query.\"\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: 00:01:06\n- End: 00:01:28\n-Reasoning description: Here, the instructor discusses the exam format, explaining that a schema with multiple tables and keys will be provided, followed by questions requiring SQL query solutions. This information pertains to assessment strategy and exam structure rather than the technical details of SQL query writing, thereby shifting the focus from active learning of SQL to exam-related guidance."
}
] |
29 |
videos/005_R5UGFPWX48Q.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: 00:01:31\n- End: 00:01:34\n-Reasoning description: This segment involves the instructor scrolling through the on-screen document without any accompanying verbal instruction. The focus is on navigating the material rather than teaching, leading to a momentary break in the educational content delivery. Such pauses, even brief, can affect learner engagement."
}
] |
30 |
videos/006_R5UGFPWX48Q.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: 00:01:45\n- End: 00:01:55\n-Reasoning description: The instructor spends approximately 10 seconds scrolling through the document before settling on a list of SQL functions. During this navigation period, no new SQL concepts are being taught verbally, representing a non-instructional activity as the instructor prepares for the next part of the lesson."
}
] |
31 |
videos/007_R5UGFPWX48Q.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: 00:02:44\n- End: 00:02:45\n-Reasoning description: This brief 1.3-second interval consists of the instructor pausing and scrolling the document after explaining selecting specific columns and before moving to the `WHERE` clause. No new instructional content is delivered, marking it as a minor non-instructional activity related to content navigation."
}
] |
32 |
videos/008_R5UGFPWX48Q.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: 00:03:45\n- End: 00:03:51\n-Reasoning description: For about 5.5 seconds, the instructor pauses and scrolls the document. This occurs after explaining `AND` and `OR` logic and before introducing the `IN` keyword. The lack of concurrent verbal instruction makes this a non-instructional transition period."
}
] |
33 |
videos/009_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So it's very close to how we use the English language. So it's quite intuitive, if you have a basic understanding, meaning if you can understand the keywords a little, you can easily solve this.\"\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: 00:07:19\n- End: 00:07:27\n-Reasoning description: The instructor offers general advice on understanding SQL keywords by relating them to English language intuition. While encouraging, this is a meta-cognitive tip rather than a direct explanation of an SQL command or its syntax, momentarily diverging from the technical instruction."
}
] |
34 |
videos/010_R5UGFPWX48Q.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: 00:33:46\n- End: 00:33:59\n-Reasoning description: This segment, lasting approximately 13 seconds, involves the instructor pausing and performing minor scrolling on the screen after explaining the `ANY` and `ALL` keywords. There's no new SQL instruction being delivered verbally, making it a period of non-instructional activity before transitioning to the topic of `JOINs`."
}
] |
35 |
videos/011_R5UGFPWX48Q.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so this is actually it. The part that will come in our final exam will be related to these keywords. You will be given a question like this, and you will have to write a query like this, okay? So basically, you have to apply the keywords. The practice questions that are here, solving them will be enough. Their solutions are also given. So the solutions are a possible solution, meaning there might be multiple solutions for some questions. So, these are possible solutions here. You should definitely solve them yourselves first, and then compare. So yeah, if you practice these, plus if you look a little at the initial labs you did in your lab, mainly from where the SELECT query starts, then it will be fine, 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: 00:42:28\n- End: 00:42:48\n-Reasoning description: This concluding part of the video shifts focus from SQL instruction to exam preparation advice. The instructor discusses the relevance of the covered keywords for the final exam, refers to practice questions and their solutions, and advises on study methods. This is administrative and strategic guidance, not the teaching of new SQL material."
}
] |
36 |
videos/012_R5UGFPWX48Q.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: 00:42:48\n- End: 00:43:31\n-Reasoning description: For over 40 seconds, the instructor is primarily scrolling through the document, revisiting the keyword list and other parts of the practice sheet. This occurs during her concluding administrative remarks. While some speech overlaps, the prolonged visual activity is document navigation without concurrent new SQL teaching. This extended scrolling can disengage learners looking for concise instructional content."
}
] |
37 |
videos/000_BImr2v8BkeA.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: 00:04:33\n- End: 00:04:50\n-Reasoning description: The instructor remains silent for approximately 16 seconds while a slide titled 'Example of Hash File Organization' is displayed. Although the visual content on the slide is relevant to the database concepts being taught, the extended absence of concurrent verbal explanation or guidance makes this segment a passive viewing experience. This pause in active teaching could potentially disengage learners awaiting auditory reinforcement or clarification of the complex data presented, contrasting with the actively narrated explanations of hash functions and buckets that preceded it."
}
] |
38 |
videos/001_BImr2v8BkeA.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: 00:05:15\n- End: 00:05:26\n-Reasoning description: For about 11 seconds, the instructor is focused on drawing the basic array structure for a hash table on the Jamboard without providing any verbal instruction. This visual preparation occurs just before a detailed explanation of hashing. While the drawing itself is relevant, the lack of concurrent narration during this period means no new information is being actively taught, creating a noticeable pause that could affect the flow and learner concentration before the core concepts of hashing are verbally introduced."
}
] |
39 |
videos/002_BImr2v8BkeA.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Aseer Iqtider Chowdhury is outside BRAC UNIVERSITY joined.\"\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: 00:09:19\n- End: 00:09:21\n-Reasoning description: This 3-second segment consists of an automated Google Meet notification announcing a new participant joining the ongoing lecture. This is an administrative system interruption and is unrelated to the instructor's concurrent explanation of hash table collision handling and overflow chaining. While brief, such external system notifications can momentarily disrupt the learner's focus on the complex database management topics being discussed."
}
] |
40 |
videos/000_inZdgH8Wd7g.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Ma'am, I had a class, that's why I was late. Ma'am, will my attendance be given? ... Okay, last time remind me okay, I'm taking class now, if you speak in between I get distracted. Okay ma'am. 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: 00:01:58\n- End: 00:02:08\n-Reasoning description: This segment involves a student's query about their attendance due to lateness from another class, which is an administrative matter. It interrupts the flow of the lecture on B+ Trees and does not contribute to the educational content being delivered. The instructor pauses the main lesson to address this personal logistical concern and sets a guideline for future interactions to minimize disruptions."
}
] |
41 |
videos/001_inZdgH8Wd7g.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So, B+ Tree deletion is shown here. We will ignore it for now, it's not part of the syllabus. Okay. Next class, after we see this, our syllabus will actually be finished with the new topics. And then we will do a revision on MySQL, a quick revision for the final exam questions. And then, the week after that, not the next week, but the week after, I think I will take one quiz. So, those of you who...\"\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: 00:41:40\n- End: 00:43:13\n-Reasoning description: The instructor shifts from the B+ Tree insertion example to discuss future topics (Hashing), the exclusion of B+ Tree deletion from the syllabus, overall syllabus completion, plans for a MySQL revision, and the schedule for an upcoming quiz. These are administrative and course planning announcements, which, while useful for students in a live setting, do not directly contribute to the current instructional topic on database indexing and can be trimmed for a more focused content review. This diverts learner attention from the technical details of B+ Trees to logistical aspects of the course."
}
] |
42 |
videos/002_inZdgH8Wd7g.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, so I won't show Hashing today because other sections haven't seen it. So, I just want to go together.\"\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: 00:42:15\n- End: 00:42:19\n-Reasoning description: After a very brief introduction to Static Hashing, the instructor explains the decision to postpone the detailed Hashing lecture to maintain pace with other sections. This is an administrative and logistical explanation concerning course scheduling, diverting from the core content of the lecture itself and providing context for future class progression rather than direct instruction on the current topic. This type of inter-sectional coordination discussion is not relevant to the specific learning material being presented."
}
] |
43 |
videos/000_Zdd8mMOu4dI.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"[System voice/Instructor action: Mute ZONAYED HOSSAIN SIYAM for everyone in the call? Only ZONAYED HOSSAIN SIYAM can unmute themselves. Mute.]\"\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: 00:00:21\n- End: 00:00:28\n-Reasoning description: The instructor pauses the lecture on database indexing to perform an administrative action within the Google Meet interface, specifically muting a participant. This segment, characterized by system prompts for muting, diverts attention from the educational content to platform management. It interrupts the flow of learning about basic indexing concepts."
}
] |
44 |
videos/001_Zdd8mMOu4dI.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: off_topic_discussion \n- Start: 00:03:43\n- End: 00:03:50\n-Reasoning description: This segment involves an administrative interruption where the instructor admits a participant ('MD. ABRAR-UD-DOULA AMIYA') into the online meeting. The visual focus shifts to the meeting controls, and no instructional audio related to the topic of database indexing is present during this action. This brief diversion is typical of live online classes but is not part of the core educational material being discussed (motivation for indexes)."
}
] |
45 |
videos/002_Zdd8mMOu4dI.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Student: Miss, our quiz syllabus is up to which slide? Instructor: [Responds about the syllabus, partially muffled]\"\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: 00:35:17\n- End: 00:35:44\n-Reasoning description: As the lecture concludes, a student inquires about the quiz syllabus, a purely administrative matter. The instructor's response addresses this question about course assessment. This discussion is separate from the technical topics of indexing and hashing and serves as a brief off-topic segment before the class ends."
}
] |
46 |
videos/000_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So let's do that. Let's create separate tables for the three entity types.\"\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: 00:02:11\n- End: 00:02:35\n-Reasoning description: The instructor spends approximately 24 seconds drawing three rectangles on the Jamboard to represent database tables after verbally stating the intention. While the drawing aligns with the topic, this extended period of visual activity without new verbal instruction explaining further concepts could be condensed for a more focused learning experience, as the core idea was already established."
}
] |
47 |
videos/001_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So let's do that. So we have SSN, then we have birth date, then we have address, salary, sex.\"\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: 00:03:19\n- End: 00:03:54\n-Reasoning description: This segment involves the instructor writing five simple attributes as columns for the 'Employee' table on the Jamboard over 35 seconds. The attributes and the concept of them becoming columns were verbally introduced immediately prior to this writing activity. The prolonged writing without concurrent new conceptual explanation can interrupt the flow of verbal instruction and might reduce learner engagement."
}
] |
48 |
videos/002_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So we'll add first name, middle initial, and last name. So these are our all our columns in the employee table. So let's just separate the columns.\"\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: 00:04:19\n- End: 00:04:58\n-Reasoning description: For about 39 seconds, the instructor is occupied with writing the components of the composite attribute 'Name' (Fname, Minit, Lname) and drawing column separators on the Jamboard. The rule for mapping composite attributes was clearly explained just before this. This extended visual construction period, with minimal new verbal input, may cause a lull in learner attention as they wait for the instructor to finish the manual task."
}
] |
49 |
videos/003_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"...So let's just add the three attributes. So it was number, name, and location. Our three columns and I'm again due to the standard practice I'm selecting number but if you choose name that is also fine.\"\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: 00:07:15\n- End: 00:07:59\n-Reasoning description: The instructor takes 44 seconds to write the attributes for the 'Project' table and indicate its primary key. While some verbal explanation about primary key choice is given, a significant portion of this duration is dedicated to the silent mechanical act of writing on the Jamboard. This could be made more concise as the new information presented verbally is less than the time spent on the visual task."
}
] |
50 |
videos/004_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"... If I take only one column out of like three columns that combined together make my primary key then I'm taking the partial primary key and not the whole primary key. So I have to take the whole primary key into another table as foreign key if I'm taking foreign key from that table. Next is okay so that was\"\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: 00:13:30\n- End: 00:13:50\n-Reasoning description: This 20-second segment primarily involves the instructor silently drawing a new scenario (entities E, E1, E2 and their relationships) on the Jamboard. The verbal explanation about foreign keys from composite primary keys concludes, and then the instructor transitions to drawing the visual aid for the next explanatory point. This pause in verbal instruction specifically for drawing can be trimmed to maintain learning momentum."
}
] |
51 |
videos/005_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"We will give it a name. The name should be something meaningful so because it's from the department table I am saying it's called department locations.\"\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: 00:16:16\n- End: 00:16:27\n-Reasoning description: The instructor spends 11 seconds drawing and naming the 'Dept_Locations' table on the Jamboard. The concept of creating a new table for multivalued attributes and the naming convention were explained immediately before this. While relatively short, this segment is a purely visual setup action following the conceptual explanation and could be tightened."
}
] |
52 |
videos/006_TvLT2Lv0RVk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"These are my two columns. This one is a foreign key coming from the department table so I have to show it with the arrow and I have to underline these two columns. So these two columns together forms my primary key.\"\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: 00:17:15\n- End: 00:17:56\n-Reasoning description: Over approximately 41 seconds, the instructor draws the columns (Dnumber, Location), indicates the composite primary key, and draws the foreign key arrow for the 'Dept_Locations' table. The rules for its structure were verbally laid out. The extended duration is mainly for the visual execution of these already explained steps, making it a candidate for conciseness to keep the lesson paced."
}
] |
53 |
videos/007_TvLT2Lv0RVk.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: 00:19:19\n- End: 00:19:20\n-Reasoning description: This 8-second segment at the very end of the lecture content is pure silence as the Jamboard with the completed diagrams remains on screen. The instructional part of the lecture has concluded, and this trailing silence with a static visual can be removed to provide a cleaner end to the video."
}
] |
54 |
videos/000_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So we started transaction processing last class. We discussed what is transaction and the asset properties of a transaction.\"\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: 00:00:07\n-Reasoning description: The instructor is recapping the previous class's topics. While it provides context, it's not new instructional content for the current lesson on transaction processing. This segment serves as a brief review rather than direct teaching of new material."
}
] |
55 |
videos/001_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So we also discussed that a transaction mainly has two issues to handle. In a database transaction, there are two issues. One is different types of failures, such as hardware or system failures. If that happens, we have to use the recovery system of the DBMS. And another is that since multiple transactions are executed concurrently, to handle that concurrent execution, so that the task is sequenced in such a way that there is no negative impact or data loss or data inaccuracy, for that reason, we have to do concurrency control. So both these systems, recovery system and concurrency control, both are present in every DBMS and by default, a lot of it is managed on its own, but apart from that, these can also be configured. Each has different types of protocols that can be used, meaning different algorithms, different protocols. We will not go into so much detail because these are very vast topics. We will mainly see when recovery and concurrency control will be needed, in which situation these two systems will be used or work will be 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: off_topic_discussion \n- Start: 00:00:07\n- End: 00:01:23\n-Reasoning description: This segment is a detailed review of concepts discussed in the previous class regarding transaction processing issues (failures requiring recovery, and concurrent execution requiring concurrency control). While it sets the stage, it's a repetition of prior material and not the primary instruction for the current session. It aims to refresh students' memory before diving into new aspects of concurrency control."
}
] |
56 |
videos/002_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Najeefa Nikhat Choudhury (You, presenting) Presentation audio\"\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: 00:04:09\n- End: 00:04:13\n-Reasoning description: This segment contains system-generated text indicating the presenter's name and audio status. This is administrative information related to the recording or presentation software and not part of the educational content itself. It interrupts the flow of the lecture with metadata about the presentation."
}
] |
57 |
videos/003_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Najeefa Nikhat Choudhury (You, presenting) Presentation audio\"\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: 00:05:14\n- End: 00:05:18\n-Reasoning description: This is another instance of system-generated text identifying the presenter and presentation audio status. This type of metadata is irrelevant to the academic content of the lecture and serves only as a technical note about the recording. It doesn't contribute to the understanding of concurrency control problems."
}
] |
58 |
videos/004_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No 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: 00:07:22\n- End: 00:07:24\n-Reasoning description: This is a student's response to a question from the instructor, likely confirming understanding or lack of questions. While interactive, this specific utterance doesn't add new instructional content for other viewers and is part of the classroom management aspect. The instructor was discussing the 'Lost Update Problem'."
}
] |
59 |
videos/005_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Ma'am, will these be scenario-based in the final, or will they be in the form of tables like this? It might be a scenario, or perhaps two transactions are given, and from there you might be asked what problem is occurring, explain it. There are three types of problems, so you might have to identify which problem it is. Okay ma'am. This is just one example.\"\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: 00:07:24\n- End: 00:07:47\n-Reasoning description: The instructor and a student are discussing the format of questions for an upcoming final exam, specifically whether questions on concurrency control problems will be scenario-based or table-based. This administrative discussion, while relevant to the students in the course, diverts from the core topic of explaining concurrency control problems like the 'Lost Update Problem' and 'Temporary Update Problem'. It shifts the focus from understanding the concepts to assessment methods."
}
] |
60 |
videos/006_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Any questions about this?\"\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: 00:10:24\n- End: 00:10:26\n-Reasoning description: The instructor is pausing to ask if students have any questions about the 'Temporary Update Problem'. This is a common teaching practice for engagement and clarification but does not, in itself, deliver new instructional content. It's a moment for student interaction rather than direct lecture material."
}
] |
61 |
videos/007_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No 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: 00:10:30\n- End: 00:10:32\n-Reasoning description: A student responds to the instructor's query, indicating no questions about the 'Temporary Update Problem'. This interaction is part of classroom dynamics but doesn't contribute new information to the topic being explained. The lecture then moves on to the 'Incorrect Summary Problem'."
}
] |
62 |
videos/008_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Najeefa Nikhat Choudhury (You, presenting) Presentation audio\"\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: 00:12:27\n- End: 00:12:32\n-Reasoning description: This part of the video shows system-generated text indicating the presenter and presentation audio status. This information is extraneous to the educational content about transaction states in recovery, serving as a technical artifact of the recording. It breaks the flow of the instructor's explanation."
}
] |
63 |
videos/009_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No 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: 00:12:42\n- End: 00:12:43\n-Reasoning description: This is a student's response, likely to an implicit or explicit question from the instructor regarding understanding of the 'Incorrect Summary Problem'. It's a brief interactive moment that doesn't introduce new educational material on the topic. The instructor was explaining the concept before this."
}
] |
64 |
videos/010_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Any questions so far?\"\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: 00:13:09\n- End: 00:13:11\n-Reasoning description: The instructor pauses the lecture to ask students if they have any questions up to this point, having just discussed the three types of concurrency control problems and why recovery is needed. This is an engagement check rather than a segment delivering new instructional information. It offers a moment for students to seek clarification."
}
] |
65 |
videos/011_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"No 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: 00:13:33\n- End: 00:13:34\n-Reasoning description: A student responds to the instructor's question, indicating no further questions after the explanation of why recovery is needed and the different transaction states. This is part of the classroom interaction and does not add new information to the topic. The lecture then transitions to discussing transactions in SQL."
}
] |
66 |
videos/012_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Najeefa Nikhat Choudhury (You, presenting) Presentation audio Yes, Tanzila, do you have any questions, Tanzila?\"\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: 00:24:22\n- End: 00:24:35\n-Reasoning description: The instructor notices a student (Tanzila) might have a question (perhaps indicated by a raised hand feature in the online meeting) and pauses the lecture to address them. This is an administrative interaction managing classroom participation and not a direct continuation of the lecture on SQL isolation levels. It shifts focus from the content to student engagement."
}
] |
67 |
videos/013_85PLshkOILQ.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Any questions?\"\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: 00:25:48\n- End: 00:25:50\n-Reasoning description: The instructor has just finished explaining the different transaction states in recovery and is now checking for student understanding before likely moving to a new sub-topic or concluding. This is a standard pedagogical pause for questions and doesn't convey new instructional content. The previous topic was transaction states."
}
] |
68 |
videos/000_6oEbAmMMV1c.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Miss, will our test be online in the next class? I'm in section six. No, there will be no online quiz. There is no point in taking an online quiz. In the next week, we have one class, right? If the next week's class is offline instead of online, then we will have a quiz in that class. And if we don't get an offline class, then out of the three quizzes, we will count two quizzes.\"\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: 00:20:22\n- End: 00:20:49\n-Reasoning description: The instructor's discussion shifts from the academic topic of database concurrency to administrative details about an upcoming quiz. This segment addresses a student's question regarding the format and timing of a test, which is not part of the core lesson on transaction management. Such logistical discussions can break the flow of learning for viewers re-watching the lecture for study purposes."
}
] |
69 |
videos/001_6oEbAmMMV1c.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Ma'am, the SQL code writings, will you teach them? I taught them in the last class. So, those who missed the last class, they should find out from their friends what I taught. I covered my SQL in the last 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: 00:20:56\n- End: 00:21:18\n-Reasoning description: The instructor responds to a student's question about a past topic (SQL), diverting from the current lesson on transaction management. This segment involves meta-discussion about the course syllabus and advises students on catching up, which is administrative and not part of the core instructional narrative."
}
] |
70 |
videos/002_6oEbAmMMV1c.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Is anyone's attendance left? Yes, ma'am. Name? Section 8, Montasir Chowdhury. Montasir. Montasir Chowdhury. Is there anyone else? Yes, ma'am. Fahima Hasin. Fahima Hasin. Section 8, is there anyone else? Okay. Section 7? Ma'am, MD Rana Mustafa. Rana Mustafa. Okay. Anyone else? Miss, Asir Abrar. Asir Abrar. Okay. Next. Is there anyone else? Any other section? Deny entry.\"\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: 00:21:26\n- End: 00:22:49\n-Reasoning description: This extended period is dedicated entirely to the administrative task of taking student attendance. The instructor calls out names and confirms presence, which is unrelated to the lecture's subject matter. For a learner reviewing the video, this segment contains no educational value and significantly breaks the continuity of the lesson."
}
] |
71 |
videos/003_6oEbAmMMV1c.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Hello Miss, which chapters are included in our final? For the final, I'll do a review before the final, but if I have to say, then let me just... So here, from lecture 5, it starts and goes up to lecture 9. Okay, Miss.\"\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: 00:22:51\n- End: 00:23:13\n-Reasoning description: The instructor pauses the teaching to address a student's question about the final exam syllabus. This discussion about exam scope and covered chapters is administrative and diverges from the technical lecture on database systems, interrupting the lesson's conclusion."
}
] |
72 |
videos/000_8vWVeQ711vk.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: 00:00:01\n- End: 00:00:04\n-Reasoning description: The video commences with the presenter's screen showing the OBS recording software, and an 'Antivirus protection expired' system dialog box immediately appears. The presenter then dismisses this pop-up. This interaction with the system notification is a purely technical, non-instructional activity that occurs before the formal start of the class and could be trimmed to allow learners to access the core content more directly, thereby improving engagement from the outset."
}
] |
73 |
videos/001_8vWVeQ711vk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Yes sir, recording is started. Okay, great.\"\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: 00:00:05\n- End: 00:00:08\n-Reasoning description: Following the dismissal of a system pop-up, there is a brief administrative exchange where a student confirms the screen recording has initiated, and the instructor acknowledges it. This interaction, while useful for session management, is not part of the educational content on PID control systems and slightly delays the transition into the main lecture topic, affecting the immediate focus on learning objectives."
}
] |
74 |
videos/002_8vWVeQ711vk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"(Instructor is speaking about drone flight mechanics) ...gravitational force of this robot or the weight of the robot, then the robot can fly, 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: 00:04:00\n- End: 00:04:06\n-Reasoning description: While the instructor is in the midst of explaining drone flight mechanics as an analogy for control systems, a 'Lenovo Vantage' system pop-up appears on the shared screen. The presenter is visually observed interacting with and dismissing this pop-up. Although the instructor's verbal explanation continues, this mouse activity and the visual presence of the pop-up constitute a non-instructional distraction from the slide content, potentially diverting learner attention from the core concepts being discussed."
}
] |
75 |
videos/003_8vWVeQ711vk.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, I have a question, sir like how many questions will be there in final exam? ... Okay. In your final exam, you will be having exactly four sets of questions. You will be having four questions. So all of those four questions will be similar to your quiz question. Okay. You have already looked into your quiz question. You know about the structure. So those types of questions will be in your exam, but you need to face, you need to answer all of the questions and it will, it will, it will consist, it will have exactly 35 marks. Okay. So the four questions will carry 35 marks, which is exactly the same marks that your final, which is exactly the same of your final marks. Okay. And the exam duration is 1 hour and 30 minutes. That is more than enough. Okay. So the question is very easy. You just need to follow the, uh, the way that I have shown to you and just follow the way and all of the things will get easier to you. Okay. Okay, great. Do you have any further question? No, sir. Okay, great. So that's all. So we have completed our syllabus.\"\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: 00:47:42\n- End: 00:49:37\n-Reasoning description: This segment represents a significant deviation from the main lecture topic of PID control systems. The instructor engages in a detailed administrative discussion with a student regarding the final examination, covering aspects such as the number of questions, total marks, exam duration, and question style. While this information is pertinent to course administration, it occurs directly after a technical explanation of PID control calculations, thereby interrupting the instructional flow for nearly two minutes and not contributing to the immediate learning objective of understanding PID controllers. This part effectively concludes the teaching for the session."
}
] |
76 |
videos/000_tJZZXoTHRFg.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"I am starting class. ... Yes sir, recording is started. ... Okay, great.\"\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: 00:00:08\n-Reasoning description: The instructor initiates the class by announcing its start and confirms with a student that the recording has begun. This initial interaction is purely administrative, focusing on the procedural aspects of commencing the online session rather than introducing the core educational content of robotics and control system theory. This segment precedes the actual lesson material and serves as a setup phase."
}
] |
77 |
videos/001_tJZZXoTHRFg.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So I'm sharing my screen, just a moment.\"\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: 00:00:09\n- End: 00:00:14\n-Reasoning description: Following the statement about screen sharing, there is a 5-second pause. During this time, the instructor is presumably engaged in the technical process of setting up the screen share, with the visual switching from OBS software to the Google Meet interface. No instructional audio is provided, making this a brief period of non-instructional technical setup."
}
] |
78 |
videos/002_tJZZXoTHRFg.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: 00:02:11\n- End: 00:02:19\n-Reasoning description: An abrupt 8-second silence occurs as the instructor's audio cuts out while they were explaining block diagram reduction. The visual presentation remains static on the current slide, and no alternative form of instruction is provided. This unexplained pause in audio transmission disrupts the learning flow and leaves students waiting for the lesson to resume."
}
] |
79 |
videos/003_tJZZXoTHRFg.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: 00:09:40\n- End: 00:10:06\n-Reasoning description: For approximately 26 seconds, the instructor navigates away from the active presentation slide. The screen briefly shows other applications like a file manager and the Google Meet participant view before returning to the PowerPoint. This segment lacks instructional audio and the visual changes are unrelated to the lesson content, indicating a period of technical adjustment or multitasking that could divert learner attention from the ongoing explanation of block diagram rules."
}
] |
80 |
videos/004_tJZZXoTHRFg.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Sir, in question, in the place of G1, G2, there will be some numerical value, right? ... It, there can be some numerical values, but it is not always. You will not always find some numerical value. You can find symbolic like this. This type of question can be in your exam. Or numerical value can also be in your exam. So either type of question can be in your exam.\"\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: 00:32:26\n- End: 00:33:03\n-Reasoning description: A student poses a question regarding the format of block diagram elements (G1, G2) in examination questions, specifically asking if they will be numerical. The instructor clarifies that both symbolic and numerical representations are possible in exams. This discussion, while related to the course, shifts the focus from the methodological teaching of block diagram solving to administrative details about assessment, thereby constituting a brief off-topic segment."
}
] |
81 |
videos/005_tJZZXoTHRFg.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay. So that was the block diagram solving part. I will provide some sample...\"\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: 00:33:03\n- End: 00:33:08\n-Reasoning description: The instructor concludes the current lecture segment on block diagram solving and informs students about providing additional sample materials. This statement acts as a wrap-up for the topic and an announcement of future resources, rather than delivering new instructional content. The audio trails off as the video ends, marking the end of this specific part of the lesson."
}
] |
82 |
videos/000_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"in the class. Yes sir, recording is started.\"\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: 00:00:06\n-Reasoning description: The instructor begins by inquiring about the recording status of the class, and a student confirms it has started. This interaction is purely administrative, focusing on the technical setup of the session rather than delivering any educational content related to the 'Introduction to Robotics' course. It's a necessary but non-instructional prelude to the lesson."
}
] |
83 |
videos/001_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, great. So let me share my screen first. Okay. Is my screen visible? 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: 00:00:06\n- End: 00:00:27\n-Reasoning description: This segment captures the instructor's process of initiating screen sharing and confirming its visibility with the students. The dialogue and on-screen activity (navigating OBS and Google Meet) are part of the technical setup for the lecture, not a direct part of the robotics instruction, thus pausing the educational flow."
}
] |
84 |
videos/002_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay. So it generally takes three class to three classes to complete but I will try to complete it uh within two classes so in the next class I will I will try to wrap this wrap whole thing whole things up and that class might take a little uh a little bit more time but I will try to finish it. Okay? So let's start this 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: 00:01:11\n- End: 00:01:38\n-Reasoning description: Here, the instructor discusses the administrative aspect of course pacing, specifically the plan to cover the current chapter within two classes instead of the usual three. This digression into scheduling and workload management, while informative for students, deviates from the core topic of Control System Theory that was just introduced."
}
] |
85 |
videos/003_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, sir. So when will be our quiz quiz three? So okay, so uh I will take your quiz three maybe on Saturday because I have to take another class I I had a initial plan to take your quiz on uh Thursday but it is not possible because I have just completed one lecture and I I have uh one midterm final exam sorry final exam of 423 at Sunday. Okay. So that is very late so Okay, so can you can you do you have any exam on Saturday? No, no. Okay. Okay, so maybe you can give your quiz on Sunday. Is it possible? Sir Sunday 5:30 from 5:30 is my exam. So it will finish at 7:00 p.m. Okay. Okay, so that is very late. So um Okay, so can you can you do you have any exam on Saturday? No, no. Okay. Okay, so I will request you to come up for to attend the quiz and that quiz will last only 20 or 25 minutes. Okay. And the topic will be sir? I will announce the topic later because I will take another class tomorrow and I I will also take another class on Friday also. So that will make that will complete our whole syllabus. 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: 00:36:07\n- End: 00:38:22\n-Reasoning description: This lengthy segment involves a detailed discussion between the instructor and a student regarding the scheduling of Quiz 3. The conversation covers potential dates (Saturday, Sunday), conflicts with other exams, and the instructor's plan for future classes to complete the syllabus. This is entirely administrative and significantly interrupts the lesson on control theory, diverting attention from the academic content."
}
] |
86 |
videos/004_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"And for final syllabus there will be two chapter like one from navigation and one is control. Yeah, yeah, the final the the syllabus for the final exam is the navigation and the control theory the two chapter.\"\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: 00:08:05\n- End: 00:08:08\n-Reasoning description: The instructor briefly clarifies the chapters included in the final exam syllabus in response to a student's query. While related to course administration, it's a short, direct answer about the course structure, but it's not part of the teaching of new control theory concepts. It momentarily shifts focus from active learning to administrative information."
}
] |
87 |
videos/005_O4bjWrhL4z0.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay. Okay. So that is all for today. Thank you for joining. I know it's very it's it's late night. Uh so I'm ending the class now. Okay, sir. Thank you. Good night. Good night.\"\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: 00:08:08\n- End: 00:09:01\n-Reasoning description: This segment marks the formal end of the lecture, with the instructor thanking the students for their participation and exchanging goodbyes. These are standard closing remarks and do not contain any further instructional content on robotics or control systems. The video then transitions to post-meeting screens."
}
] |
88 |
videos/006_O4bjWrhL4z0.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: 00:38:47\n- End: 00:39:03\n-Reasoning description: Following the conclusion of the class and goodbyes, the video shows the Google Meet interface indicating the instructor has left the meeting. Subsequently, the screen transitions to the YouTube player and then the OBS recording software interface. No instructional audio or relevant visual content is present during this period, making it non-instructional."
}
] |
89 |
videos/000_9wHYi8TYX3Y.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay. Sure. Yes sir. Recording is on... I'm starting the class. Uh first of all, I want to talk about uh our syllabus... midterm is uh cancelled... we will uh give you an assignment which is basically the um midterm question... we are expecting that you should uh write uh in a different way... if we find any plagiarism, that will be a penalty... for our final exam, the syllabus is reduced... we are also omitting one chapter from here... So, you will just have uh the control theory chapter and the navigation chapter... I will give uh some uh one or two assignments uh before before the final... you you will need to sit for two quizzes... we will consider best one quizzes out of three... we will uh take your final exam out of 30 or 35 marks... So, I'm starting the class. Let me uh share my screen. 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: 00:00:00\n- End: 00:09:51\n-Reasoning description: This extensive initial segment, lasting nearly 10 minutes, is dedicated to administrative announcements and pre-lesson logistical discussions. The instructor covers changes to the syllabus, the cancellation of the midterm exam, details about replacement assignments (including policies on plagiarism and expectations for unique answers), the structure of the final exam (reduced content, number of chapters), and information about quizzes and their marking. Additionally, the instructor apologizes for a previous class delay and discusses future scheduling. While this information is contextually important for the course attendees, it is distinct from the core educational content on 'Robot Navigation' which only begins after this segment when the instructor starts sharing the relevant presentation slides. For a learner reviewing the video specifically for the robotics lesson, this pre-lesson administrative block significantly delays the start of the instructional material and could be considered for trimming to improve focus."
}
] |
90 |
videos/001_9wHYi8TYX3Y.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"...we have a specific uh amount of marks for the for the assignment. So, we need to cover that uh that mark that part also. So, that's why I will give you one or two assignment before before the final. So, that's all and...\"\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: 00:23:23\n- End: 00:23:34\n-Reasoning description: During this 11-second period, while the instructor is concluding administrative announcements regarding assignments and marks (which itself is off-topic from the main lesson), the screen share inadvertently shifts to the instructor's personal Facebook page and then an MSN news page. This abrupt change in visual content is entirely unrelated to the educational objectives of the lecture or even the ongoing administrative discussion, creating a significant visual distraction. Such a visual break can disrupt learner concentration, even if the audio briefly pertains to course administration, before the instructor returns to the lecture context."
}
] |
91 |
videos/002_9wHYi8TYX3Y.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Okay, I'm I'm coming back ... Okay. ... Just a minute. ... Okay. [Background noise/music can be heard from approximately 00:29:56 to 00:30:08 while the instructor is troubleshooting]\"\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: 00:26:06\n- End: 00:30:17\n-Reasoning description: This segment, spanning approximately 4 minutes and 11 seconds, consists of the instructor troubleshooting a screen sharing problem. Instead of the lecture slides, the screen displays the Google Meet interface (showing 'You're sharing your screen with everyone') or briefly the instructor's Discord server. The audio is sparse, primarily featuring the instructor's comments about trying to resolve the technical issue (e.g., 'Okay, I'm coming back,' 'Just a minute') and some audible background music or noise towards the end of this period. This extended technical interruption represents a significant break in the instructional flow, containing no new educational content on 'Robot Navigation' and potentially causing a loss of learner engagement."
}
] |
92 |
videos/003_9wHYi8TYX3Y.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"great so that's all for today we have covered two topic so first firstly we have talked about the uh uh path planning algorithm then we have talked about the localization technique so in the next class we will talk about the mapping algorithm and the exploration algorithm so our next class will be the uh last class of our navigation class uh hopefully we will finish our chapter on in the upcoming class okay so after finishing uh our the the rest of the topics I will announce a date where you will need to give your second quiz okay so I I didn't have I um um uh I didn't have completed um checking all of the scripts of first quiz I'm sorry but when I complete I I will try to complete it as soon as possible after completing the um uh script checking I will announce your Marks here in the class okay so till now um focus on the topics which we will we are discussing in the class so make sure you are giving all of those quizzes because it will not only help you to increase your marks it will also give you uh the opportunity to study on that topic that will uh largely help in your final exam okay so I will expect that all of you will will be present in the in the in the in the quiz okay sure sir so we our next class okay sir yeah so uh our next class I will take you our next class uh on uh maybe on the uh on uh on the on to maybe on tonight uh or on the on the Friday maybe Thursday or Friday okay so I will give you that um I will will give you the exact timing tomorrow uh I have three classes tomorrow so I will announce uh you the time if if I'm uh feeling good then I will take your class uh tomorrow night but if I uh if I I got tired I get tired then I will take your class at Friday okay sir okay thank you sir okay great so I think you have already recorded the session please provide it with all of you uh maybe uh I know um I I got a mail that someone is having trouble uh attending the class uh so uh please provide the record with with\"\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: 01:12:12\n- End: 01:15:09\n-Reasoning description: Following the conclusion of the main lecture content, the instructor transitions into a lengthy administrative discussion about future class schedules, the next quiz, and the status of grading previous assignments. This logistical wrap-up, while pertinent to the course, is separate from the educational topic of robot navigation that was just taught. For a learner focused on the subject matter, this extended closing veers off-topic and could be trimmed to allow for a more direct conclusion to the lesson."
}
] |
93 |
videos/000_42zTQKMJNnU.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"Yes sir. Recording is started. Okay, great.\"\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: 00:00:05\n-Reasoning description: This initial segment involves administrative talk between the instructor and a student about starting the recording. It precedes the actual lecture content on robot navigation and does not contribute to the educational objectives of the lesson."
}
] |
94 |
videos/001_42zTQKMJNnU.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So, uh today's class will be a little bit shorter um because uh we have uh few just just a few more topics to uh uh to cover.\"\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: 00:00:21\n- End: 00:00:28\n-Reasoning description: The instructor is discussing the expected length of the current class session. This is a logistical comment about the class duration rather than a direct explanation of robot navigation principles, momentarily shifting focus from the core subject."
}
] |
95 |
videos/002_42zTQKMJNnU.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So I'm starting my screen. Let me know uh if you can see my screen or not. Can you see my screen? Yes sir. Yes sir. Okay, great.\"\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: 00:00:34\n- End: 00:00:49\n-Reasoning description: This segment consists of the instructor setting up screen sharing and students confirming visibility. While necessary for the online class format, it's an administrative/technical check and doesn't involve teaching new concepts about robot navigation."
}
] |
96 |
videos/003_42zTQKMJNnU.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: 00:01:12\n- End: 00:01:13\n-Reasoning description: The video briefly switches to the OBS recording software interface for about one second. This is a technical interruption and not part of the instructional content."
}
] |
97 |
videos/004_42zTQKMJNnU.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: 00:01:14\n- End: 00:01:17\n-Reasoning description: The screen briefly shows a YouTube page unrelated to the robotics lecture (about astronaut Sunita Williams). This is an off-topic visual distraction before the instructor returns to the presentation."
}
] |
98 |
videos/005_42zTQKMJNnU.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: 00:06:41\n- End: 00:07:28\n-Reasoning description: This segment is characterized by a prolonged period of silence from the instructor. Although the presentation slide is visible, there's no accompanying verbal explanation, which can disengage learners waiting for the continuation of the lecture on sensor models."
}
] |
99 |
videos/006_42zTQKMJNnU.mp4
|
[
{
"from": "human",
"value": "This video segment is a part of a long educational video.\n\nCurrent Segment Transcript: \"So, that's all for uh for uh the exploration part. Now, let's come back to our mapping algorithm. So, what we are talking about uh picking a next move. Now, we have talked about the exploration technique. So, now we will use the exploration technique to pick our next move efficiently. So, as we are as we are using our exploration technique, we can effectively take a next move. Then after taking that next move, we need to go to that position, which position we have taken as as the optimal take, which is basically the frontier cell. Okay? So, we need to go to that frontier cell position, then we will loop forever. We will go to another again the step two and then do again, then do again, then do again. Okay? So, that is the occupancy grid algorithm. So, this algorithm will help you to create an efficient map of of the environment. Okay? So, the robot will use this method, the robot will use this algorithm to create the whole map. Okay? So, that's all for navigation. So, we have completed all of those parts of the navigation. We have talked about the path planning algorithm. We have talked about the localization technique. Then we have talked about the mapping and lastly the exploration. So, now do you have any question regarding any of this any of the part? Do you have any question? No, sir. Okay, great. So, our navigation uh chapter is done. So, we will uh we will be meeting uh at at my desk next uh on next Thursday. I will uh give you an time a time where you will need to come to give your quiz. Please remind me uh before uh Tuesday or uh Wednesday so that I can make a free slots for you. Okay? Sir I have class at that time from 3:30 to 5. Sorry? I have class at that time, 3:30 to 5. Okay, so uh do you have any class from 2:00 to 3:30? No, sir. No for me. Okay, so okay, so I I will talk about this um in in the discord channel. Don't worry. Uh so that we can fix a time that's good for all. Okay? But if if we don't have any other option then yeah, I I will take your quiz at 5:00 p.m. but I will try to match with another time slot. 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: 00:52:15\n- End: 00:56:26\n-Reasoning description: The instructor concludes the chapter on navigation, summarizes the topics covered (path planning, localization, mapping, exploration), and then shifts to an administrative discussion about scheduling the next quiz. This extended segment (over 4 minutes) focuses on logistics and student availability, deviating from the core robotics instruction."
}
] |
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