Help Center

Please refer to this section of questions and answers regarding privacy in the educational domain.

If you’ve made it here, it means you’ve already created your account and logged in. The first step now is to import content so you can start working with it. To do this, click on the blue button: “Import Content” located in the top right corner, and select whether the content to import is in video format or PDF format.

If you choose video, you’ll need to paste the link to a YouTube or Vimeo video you want to work with.

If you choose PDF, you can select a PDF file from your computer to upload.

The Inspire Gallery contains videos made public by its users. We encourage you to make your videos public so that the amount of shared materials grows and can be used by all users.

To make a video public, go to the “My Videos” section, and without entering the video, but directly on the card of the same video, click on the icon with three dots in the top right corner, from where you can “make public” the video.
Your videos that are public are identified with an orange mark in the top right corner.

The Inspire Gallery is an exclusive gallery of videos, and PDFs are not included.

It’s the section where your videos are saved, both those created using the citbREC extension and those imported with www.classinthebox.io. When you first enter, this section is empty until you import or create your first video.

It’s the section where your PDFs uploaded directly from your computer to www.classinthebox.io are saved. When you first enter, this section is empty until you import your first PDF.

The main view contains a top row with videos from the Inspire Gallery (which can be expanded by clicking on its title), the “My Videos” section, and the “My PDFs” section. This is the view you get when you log in (enter) the website. If you need to return to the “My Videos” or “My PDFs” section, you can select “My Videos” or “My PDFs” from the menu that appears when you click on your profile picture (top right corner).

As its name suggests, it is an assistant to guide teachers in creating assignments and, very soon, in automatically pintagging videos and PDFs.

When you run it, the assistant will take you through all the steps to create an assignment, both generic and auto graded, starting with the selection or import of the video or PDF, until the moment of sharing the assignment with the students.

In the assistant, if the activity requires artificial intelligence, it will be necessary to wait for the video or PDF to be processed. If you do not close the tab, the assistant will continue to guide you through the different steps to be executed. If you close the window, the assignment will still be prepared and deposited in the Assignment dashboard, from where you can activate it (choose the questions) and share it directly with the students. If you leave the assistant, you will also receive an email indicating when the assignment is ready.

Once you have your first video uploaded, you can start marking (placing pins and tags). To do this, enter the video, and you’ll see two icons at the bottom left: the “pin” and the “tag.”

• Pins are placed at the top of the video. They are used to clarify something, point out a concept, provide a link, etc. They direct the video to that specific mark. To place a pin, simply click on the icon at the moment in the video where you want to leave it and move the pin that appears on the top bar to the desired location. You’ll be prompted to enter a name, and then you can fill in the description with the information you want.

Once you have your first video uploaded, you can start marking (placing pins and tags). To do this, enter the video, and you’ll see two icons at the bottom left: the “pin” and the “tag.”

• Tags are placed at the bottom of the video. They are used to mark segments, so they have two marks, one indicating the beginning and the other indicating the end of the segment. They also serve to provide information, add links, etc. The difference is that they define a specific part of the video. To place a tag, position the video at the moment you want, and click on the tag icon. A tag of a certain duration will be created, move the closing icon of the tag to delimit the segment you need.

Now you can enter the name of the tag and complete the information on the left side.

To edit pins and tags (only for your own videos, i.e., those in the “My Videos” section), you can click and edit directly on the title of each pin/tag or on their description. If you want to “move” a pin or a tag, simply click and drag it in the corresponding bars until you place them in the new position.

Pausing the video when it reaches specific pins and tags is optional, so it can be manually configured. To do this, click on the three-dot icon that appears next to the pin and the tag in the marking area (to the left of the video) and click on “Activate Pause” to enable it.

To make sure the pause is activated, the word “(pause)” appears next to the title of the pin or tag.

Pins and tags in “window mode” automatically pause the video without having to configure the pause.

Subtitles are activated if the original content on YouTube or Vimeo has subtitles. To do this, click on the video screen, and press the C key (for Closed Captions) on the keyboard. Press the C key again to deactivate them.

You can generate an interactive PDF with all the information contained in the pins and tags. To do this, from within the video, click on the PDF button located in the bottom right corner of the video (from within the video), you’ll see a preview of the PDF, and then press “Generate PDF” to save or print it. This feature is not available for free accounts.

Videos from the Inspire Gallery belong to their creators, but they have been uploaded there so you can use them as they are or make them your own and customize them to your liking. If you want to edit a video from the Inspire Gallery, you’ll first need to “clone” it. By cloning it, a copy will be created in the “My Videos” section that you can then edit and customize as you wish. This feature is not available for free accounts.

citbREC is the Chrome browser extension of ClassInTheBox that allows screen recording and marking with pins and tags in real-time. It can be used to record a video conference or a tutorial video using ClassInTheBox’s video conferencing device or not. From the extension, you can activate different camera modes in the recording (camera switch, double, mini double, etc.). Videos recorded with citbREC are added to the “My Videos” gallery of Böxie, where they can be marked, shared, etc., just like imported videos.

You can split a PDF into multiple parts (for example, to limit the pages you need, or to divide an entire book into different units). To do this, from outside the PDF (from the PDF card), click on the three-dot menu and select “Split.” Then enter the ranges you want (for example, pages 1 to 15 and 15 to 22) or use a fixed range (cut the document into blocks of 15 pages). Click “Split PDF,” and it will be divided and deposited into the “My PDFs” section.

Pins in PDFs anchor annotations to different pages of the document. This way, you can insert annotations with explanations, illustrations, links, etc., using the wysiwyg editor (see below) in the same way as with pins in videos.

Pins are created in order on the page you are on and are anchored to that page. Clicking on any pin on the side of the PDF will take you directly to the page it is anchored on.

The title of the pins can be edited by clicking on them. Similarly, you can change the page they are anchored on.

Currently, it’s not possible to change the order of pins within the same page.

You can clone for two different purposes:
• To obtain a copy of a video in the Inspire Gallery to edit it (only for videos)
• To create copies of videos or PDFs in the “My Videos” or “My PDFs” section. This can be useful for creating different versions, for example, for different groups or different levels.
To clone a video or PDF, go to the video card in the gallery view, and click on the three-dot icon in the top right corner. There you’ll find the “Clone” option. The system will ask you if you want to clone only the video or PDF, or clone it including the pins (and tags, in the case of videos) from the original resource.

Once the pin or tag (only in videos) marks are placed, you can complete the description. To do this, you have the available space on the left, where you can write, enrich the text with various options (font type, color, and size, underline, index or superscript format, for example). You can also add links, images, emojis, and horizontal bars. We invite you to explore the editor and see all the possible options.

To change the color of both pins and tags, click on the three-dot icon next to the pin and tag in the left lateral area of the video or PDF.

Select “color” and choose the color you want. You can also directly enter the hexadecimal code of the color.

Window mode displays the content we insert in (almost) full screen and works in both videos and PDFs, although the behavior is slightly different:

In videos, we can make it stop at the pin or tag we want and an automatic popup window with inserted content will appear, for example, a Google form, an interactive image from Genially, or an activity from Topworksheets.

Window mode is automatically associated with pause, so you won’t have to activate it manually.

In PDFs, you’ll need to click on the pin or on the icon next to the page number, and the previously indicated content will be displayed (almost) full screen.

To insert content in window mode, go to the corresponding pin or tag and click on the three-dot icon. Select “window mode” and enter the URL of the content you want to insert.

To test it, “refresh” the page in the browser and play the video at the moment you have programmed the window to appear, or click on the pin in the PDF. If it doesn’t work, first check that the entered URL is correct. There are certain pages that do not allow their content to be inserted into other pages; in this case, we recommend you deactivate window mode and add a simple link to the content you need in the description of the pin or tag.

You can share a video or PDF from within the video itself (bottom right) or PDF (top left), or from outside (from the main view). To do this, click on the “share” icon and select how you want to share it: QR code, link, email, Google Classroom, WhatsApp, Twitter, or Wakelet.

You can also integrate the content of a video or PDF into other sites that allow the insertion of iframes. To do this, from the share option, select “Copy iframe code,” and it will be copied to the clipboard.

Note: If you want to share a video or PDF as an assignment (so that each student can edit, add pins, tags, etc.), you have to create and assign an assignment (not share it as a video or PDF. If you share it as a video or PDF, you’ll simply be sharing it as it is, without allowing students to work on it). See the question below “How to create and assign assignments?”

You can rename a video or PDF from the gallery view by clicking on the three dots of its card. Select “Rename” to change the name of the video or PDF.

You can delete a video or PDF from the gallery view by clicking on the three dots of its card. Select “Delete” to remove the video or PDF.

The option to import Google Classroom classes is not available for free accounts.

To import Google Classroom classes, open the “My Classes” section in the right side menu, and click on the “Import Classes” button.
If clicking on “My Classes” does not show your classes, first confirm that you are logged in with the same Google user. If so, log out of Böxie and log back in. Go to “My Classes” and try again.

Creating an assignment involves sending your videos and PDFs as assignments for your students. This means you can have your own students work on the same video or PDF either through assignments within the video or PDF (adding pins, tags, writing annotations, etc.) or through auto graded assignments (see the next question).

To assign a video as an assignment, your students must have an account in the system beforehand.

To “Create an assignment,” follow these steps:
• Prepare the video or PDF you want to assign as an assignment (optional). For example, you can place a pin at the beginning to give instructions to the students (e.g., mark the main ideas of the video, complete the activities I leave below, etc.).
• Click on the “Create assignment” icon (blue icon with a notebook), which you’ll find both in the “Share” options and within the video or PDF itself.
• Select the type of assignment (Generic or auto graded): See the next question.
• Name the assignment (This serves, for example, to differentiate assignments for different groups, e.g., “1st Grade Invertebrate Animals”).
• Share the assignment with your students from the assignment created in the “assignment Manager” by clicking the share button and selecting the sharing method you prefer.

Generic assignments are competency-based assignments in which students will have to mark up the video or make annotations through pins in the PDFs following the teacher’s instructions (placing pins or tags, writing in their descriptions, adding illustrations, inserting links, etc.).

For generic assignments, the Comprehension Assistant (see question “What is the comprehension assistant?”) can be optionally activated so that students can ask any comprehension questions they have about the content.
Auto graded assignments ⭐, on the other hand, are assignments generated by Artificial Intelligence (see question “How to create and assign an auto graded assignment?”). Teachers, before sharing them with their students, must select the questions from among those proposed by artificial intelligence. The goal of this type of assignment is for students to answer the questions in various ways (underlining the answer, writing their own responses, etc.) – See the question “What types of auto graded assignments exist?” below.

To create and assign an auto graded assignment, follow these steps:

Auto graded assignments are generated from any existing video or PDF in the “My Videos” or “My PDFs” gallery. By clicking the “Create assignment” button (either from within the video/PDF itself or from the share options of the card in the gallery view), an assignment will be generated and stored in the “assignment Manager”.

Assignments processed by artificial intelligence require the processing of the video or PDF, so you’ll need to wait some time before it’s fully available. You’ll know an assignment is being processed when it appears in semi-transparent color in the “Assignments” module and a time lapse icon with a percentage is displayed.

Once the assignment is processed, you can select questions from the “Activate assignment” option. We recommend selecting 3 to 5 questions. If you want students to know their score right after “Close and submit” the assignment, leave the default option “Show score” checked.

Next, you can share the auto graded assignment with your students in whichever way you prefer.

Note: It’s not necessary to delete the pins and tags that videos assigned as auto graded assignments have, as these, even if they exist, won’t be visible to students when they perform the assignment.

It depends on you. We recommend doing so to avoid mixing students in the class list (as they appear in alphabetical order) both in the assignment view and in the reports. Additionally, in the case of auto graded assignments, it will only consume 1 Böxie (see question about this) when you generate the assignment for the first group.

Once the auto graded assignment is generated and sent to the students, they will access it. They must click “Activate assignment” at the top. At this point, the environment is prepared for them to respond.

There are two types of auto graded assignments, although more options will be added to the existing ones:

• Underline the answer, for activities generated from videos or pdfs. Students should underline the correct answer from the suggested options. By underlining they will be paying attention to what they are reading.

To achieve the best results, it’s necessary to narrow down the exact response as accurately as possible, avoiding additional irrelevant information.

• Write your answer: In this type of auto graded activity, available for both videos and PDFs, students must respond in their own words. It’s recommended to use complete sentences, as the score can be higher. Each student can express the answer using their own words. In this type of activity, the student must move to the right until presenting (close and submit) the assignment.

Once the auto graded assignment has been submitted, the response will be processed by artificial intelligence, so the window cannot be closed (please advise students of this). After a few moments, if the teacher has selected the “Show scores” option, students will see them overlaid on the screen along with some brief feedback on each question. Otherwise, scores will be visible from the assignment report by the teacher.

As a teacher, you can access both the students’ responses and the scores and feedback they have received. The system, due to its format, is slightly different for videos and PDFs, but generally, clicking on the thumbnail of the video or PDF allows you to access the students’ work, being able to navigate from one to another, seeing the work done, the questions answered, including the feedback and score given by the AI. Similarly, from the menu of each assignment, when it has AI functions (assistant or auto graded assignments), you can generate a report with usage and results statistics, both individual and group. Reports only work when at least one student has answered or edited the assignment.

The “Assignments” module, accessible from the main menu, allows you to view active assignments (those that are currently active and visible to students). It also allows you to “archive” them (because they are no longer relevant) and “delete” them (permanently erase them, for example, because you have changed the school year).

The teacher can also “close an assignment” (from the menu of the three dots in the upper right corner of the assignment), which means that no more responses are accepted from students (i.e., the assignment can no longer be edited by students). This can be used, for example, if you want to prevent students from modifying their work while you are evaluating it.

All assignments created from “My videos” are deposited in the “Assignments” module from where they can be sent to students (share button on each assignment). To easily recognize what type of assignment it is, a small identifying triangle of yellow color (for video assignments) and red (for PDF assignments) will appear with an icon that identifies generic assignment, generic assignment with comprehension assistant (see below), auto graded assignment of “underline the answer,” auto graded assignment of “write your answer.”

Generic assignments must be manually reviewed by the teaching. Simply click on the thumbnail image of the assignment and expand the list of students you will find on the right. You can access each student’s work, review it (even edit the information provided), and provide feedback/grading by clicking the evaluation button (green icon). Upon completing this information, the student will receive an email informing them that the assignment has been evaluated, and they must identify themselves and access the assignment to view this information.

Yes, as long as the assignment has been launched through the “Share with Google Classroom” button and once the assignment has been graded (either manually for generic assignments or automatically for auto graded assignments), you click the “Send grades to Classroom” button found in the assignment menu.

NOTE: Due to the configuration of the Google Classroom API, comments are not transferred to the gradebook, and furthermore, assignments always appear as “not submitted” even after synchronization unless the student manually marks the assignment as submitted.

Currently, we have implemented three different functionalities in Böxie:

– Advanced Search: Teachers can click the Böxie button to perform an advanced search in the Inspire Gallery. Clicking the Böxie Search button will not only search through video titles but also through all pins, tags, video audio, etc. It provides instant results of all videos and matches of the search string in the Inspire Gallery. The system also provides information about digital resources found in each of the videos (presentations, interactive activities, etc.), facilitating the teacher’s search and location of relevant videos and resources.

– For students, the Comprehension Assistant ⭐ is available. If activated by the teacher when launching a generic assignment, students can ask the assistant 1, 3, or 5 questions related to the content of the video or PDF in a format very similar to a chat conversation. (See question: “What is and how is the Böxie assistant activated for students?”)

– Böxie is also behind the auto graded assignments ⭐, when generating an auto graded assignment (see question “How is an auto graded assignment created and assigned?”) The artificial intelligence will generate a series of questions, from which the teacher will have to select some, and the assignment will be launched to the students, so that after responding, it will be automatically evaluated by artificial intelligence comparing each student’s response with the response that the AI understands as correct and true.

Böxie‘s AI is conceptualized as a comprehensive artificial intelligence platform specifically designed for educational centers, with the purpose of personalizing and optimizing the generation and management of educational content. This AI solution focuses on maximizing learning effectiveness by adapting to the individual needs of each educational institution, allowing for the creation of a personalized assistant for each center. Below, I detail the technical aspects and capabilities of this AI.

Architecture and Underlying Technologies
– Natural Language Processing (NLP): Böxie uses advanced NLP technologies to understand, interpret, and generate natural text. This allows the AI to read and synthesize educational materials.

– Video Content Analysis: Through computer vision algorithms and deep learning, Böxie analyzes videos to extract relevant information for creating audio transcriptions and analyzing text content in images.

Customization Capability
– Adaptability by Educational Center: Böxie is configured to adapt to the specific needs of each educational center, considering the curriculum, teaching level, and preferences in teaching methods.
– Integration with Existing Materials: The AI can process and transform existing educational materials, whether they are texts, PDFs, videos, or images, adapting them to more interactive and accessible formats through tagging.

Böxie‘s AI represents a revolution in how educational centers can generate, customize, and distribute educational content, offering a versatile and powerful solution that adapts to the individual needs of each institution, promoting a more interactive, personalized, accessible, and unique learning experience.

It is possible to “tropicalize” Böxie, adapting and training it to understand and generate content in the local dialect of a specific geographical area. This process involves personalizing Boxie to fit not only the educational needs but also the cultural and linguistic needs of each educational center. Here’s how training works in the context of natural language exercises.

Collection of Local Linguistic Data
 – Dialect Corpus: Gather a comprehensive set of textual and oral data in the local dialect, including books, transcriptions of local speeches, and other existing educational materials.

– Community Collaboration: Involve native speakers in the collection process to ensure authenticity and richness of the dialect.

Data Preprocessing and Annotation
 – Linguistic Annotation: Mark specific features of the dialect, such as unique grammatical uses, idioms, and colloquial expressions.

AI Model Training
 – Adaptive NLP Models: Use annotated data to train natural language processing models specific to the dialect. This may involve fine-tuning pre-trained models with dialect data.

– Continuous Testing and Adjustments: Conduct iterative testing to evaluate Böxie‘s understanding and generation of the dialect, adjusting the model as necessary to improve accuracy and naturalness.

Integration with Educational Tools

Training and Support
– Educator Training: Provide training to educators on how to use Böxie in its tropicalized form, maximizing its potential in the classroom.

– Ongoing Support: Offer continuous updates and technical support to adapt to changes and evolutions in dialect usage.

Tropicalizing Böxie not only allows technology to be more inclusive and relevant to local educational communities but also promotes respect for and preservation of linguistic and cultural diversity. This approach ensures that Böxie is a truly adaptive and context-sensitive tool, capable of offering deeply personalized and effective learning experiences.

The Böxie comprehension assistant operates in a closed and secure Artificial Intelligence environment. It offers students the best possible questions whose answers are within the content of the video or PDF, and works through a format very similar to a chat conversation with questions selectable by the students themselves.

It is the teacher who optionally activates the assistant when generating the generic assignment for their students. Additionally, the teacher can choose whether students can ask 1, 3, or 5 questions.

In the case of videos, the teacher can also activate the Keep-Alive system, which is an option for students to have to watch the complete video to activate the comprehension assistant. The teacher can optionally activate Keep-Alive by selecting the icon that will appear to students randomly during video playback. Students will have to click these icons to demonstrate that they are attentive. If they do not click in time, the video will rewind to the beginning…

If they try to skip the video, it will also rewind to the beginning. Only when all icons are clicked will the comprehension assistant be activated for them to ask the questions they believe are necessary according to the maximum number of questions allowed by the teacher.

Free accounts only have one Böxie to try. Pintagger or School Plan accounts have a certain number of Böxie depending on the contracted package, 10, 20, 50, or unlimited.

One Böxie will be consumed for each assignment less than 15 minutes in video duration (or 15 pages of PDF) created, so assignments on videos or PDFs longer than this duration or length will consume one Böxie for each fraction of 15 minutes or for each segment of 15 pages.

As a general rule, educational videos do not usually exceed 15 minutes, so each assignment with Artificial Intelligence will only consume 1 Böxie (see recommendations for selecting videos in the section “What types of videos can be assigned as assignments with Böxie?”)

But beware, only one Böxie will be consumed the first time you generate a generic assignment with Böxie or an auto graded assignment of each type. That is, if using the same video you generate the same assignment for another group, another Böxie will not be consumed, since the assignment is the same and (assuming it’s the same duration of generic assignment with comprehension assistant or same type of auto graded assignment). So, you can use the same assignment as many times as you want.

Let’s explain with an example: If you generate the assignment “The Phases of the Moon” and activate the comprehension assistant for your 1st ESO “A” students, one Böxie will be consumed (assuming the video is less than 15 minutes). If you generate the same assignment again for your 1st B and 1st C students, Böxies will not be consumed again.

If days later, you decide to use the same video to create an auto graded assignment of type “Write your answer” for your 1st A students, as it is a different type of assignment than the first time, you will consume another Böxie, but if you again generate the auto graded assignment of type “Write your answer” for your 1st B and 1st C groups, Böxies will not be consumed again.

If you later generate an auto graded assignment of a different type, for example, “Underline the answer,” a Böxie will be consumed again, as it is the first time you run this type of assignment for this specific video (not subsequent times). That is, in the example above, even though you generated several different assignments with the same video, you would have only consumed 3 Böxies, one the first time you generated the assignment with the comprehension assistant, another the first time you created the auto graded assignment of “Write your answer,” and one last one when you created the auto graded assignment of “Underline the answer.”

We recommend using short, well-narrated videos and avoiding music videos, songs, or instrumental versions, as they may consume Böxies and not provide the expected results.
If the assignment is not processed correctly, although a Böxie is initially consumed, it will be refunded, and the assignment will be converted to a generic assignment.

Here are some recommendations for selecting videos to be processed by artificial intelligence:

– Choose videos with clear and concise content.
– Ensure that the audio is of good quality and easily understandable.
– Avoid videos with excessive background noise or interruptions.
– Prefer videos with a straightforward narrative structure.
– Verify that the content of the video matches the educational objectives.

For a PDF to be processed by Artificial Intelligence in our system, the text must not be an image. Generally, PDFs are created from text, but there are certain formats where the creator converts it to an image, and even though it looks like text, it is not.

If the assignment is not processed correctly, although a Böxie is initially consumed, it will be refunded, and the assignment will be converted to a generic assignment.

Böxie is based on generative Artificial Intelligence, an experimental technology designed to generate questions and answers autonomously. This technology, in constant evolution, is being used by models known as ChatGPT and Google Gemini, which also specify their experimental nature in their terms of use. Therefore, the questions and answers generated by Böxie may contain unintentional errors due to the inherent limitations of developing generative AI. Despite this, we are committed to continuously improving our service. However, it is essential to understand that certain aspects are beyond our control and depend on how the field of generative AI evolves, a recent and constantly progressing area.