Full comprehension of abstract concepts present in engineering education has been usually considered challenging. Engaging multimedia resources have proven to be useful pedagogical aids to increase students' motivation. In fact, already existing dissemination videos might be suitable to fulfill this objective. This research aims to contribute assessing video implications in the enhancement of engineering education quality, through the evaluation of the current pedagogical use of a specific electrical engineering YouTube channel. To meet this objective, we characterize the use of such channel through a quantitative methodology based on a 5-point Likert scale survey (Cronbach's alpha=0.76). Sample data was collected from 912 respondents, who assessed the channel content and format adequacy, users' preferences, and their perceptions on video integration in educational contexts. Results show (3.98 over 5) that there is currently a far-reaching educational use of the channel, and a general perception that its contents and audiovisual format are adequate for such purpose. Most users agree (4.74 over 5) that this kind of pedagogical resource could enhance education quality. As limitations, an underrepresentation of teachers in the sample could be highlighted, though student community is well represented. Overall findings suggest that the format and cognitive load in scientific dissemination YouTube channels might be perceived as suitable for pedagogical use, as means to improve education experience. This complementary use unveils the need to implement technology integration models to facilitate their pedagogical insertion, which will be addressed as future works along with more evaluations of similar dissemination channels.
This article demonstrates that didactic videos have the potential to enhance quality perception, performance and interest in engineering education. Emergency Remote Learning (ERL) imposed challenging conditions on education, and its impact was especially noticeable in the Science, Technology, Engineering and Mathematics (STEM) disciplines. This is mainly due to intrinsic cognitive load associated with the high presence of abstract concepts and to difficulties to establish connections among subjects to foster generative processing. Suitable integration of multimedia resources might be beneficial in both regards. The use of didactic videos as pedagogical aid is expected to yield positive results in electrical engineering education, mitigating the impact caused by ERL situations. Using concept maps to identify key concepts in the Electrical Engineering BSc, this article proposes the creation and integration of nine videos to enhance conceptual learning and the creation of links among subjects. This study encompassed three academic years (from 2019 to 2022), covering pre-ERL, ERL and post-ERL scenarios, and considering a total sample of 157 students. By using a Mixed Methods research design, this study has demonstrated how the integration of didactic videos mitigated the negative effects of the unprecedented ERL conditions, with positive impact on students' perception on videos' implications in enhancing their interest and understanding of the subject's concepts.
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