The impact of short videos on student performance in an online-flipped college engineering course

Abstract

The 2020 COVID-19 pandemic has greatly accelerated the adoption of online learning and teaching in many colleges and universities. Video, as a key integral part of online education, largely influences student learning experiences. Though many guidelines on designing educational videos have been reported, the quantitative data showing the impacts of video length on students’ academic performance in a credit-bearing course is limited, particularly for an online-flipped college engineering course. The forced pandemic lockdown enables a suitable environment to address this research gap. In this paper, we present the first step to examine the impact of short videos on students’ academic performance in such circumstances. Our results indicate that short videos can greatly improve student engagement by 24.7% in terms of video viewing time, and the final exam score by 9.0%, both compared to the long-video group. The quantitative Likert questionnaire also indicates students’ preference for short videos over long videos. We believe this study has important implications for course design for future online-flipped engineering courses.

Virtual Reality as a Medium of Asynchronous Content Delivery for Teaching about Enzymes

“…While the results of the paper-based assessment given in Table appear to imply that the assistance of recorded video lectures had no impact on scores when compared to the scoring of participants that had no additional aids, the VR-based assessment indicates that recorded video lectures indeed help the students to better assess NR structure validity, which is in line with the findings of Zhu et al…”

“…While the results of the paper-based assessment given in Table 1 appear to imply that the assistance of recorded video lectures had no impact on scores when compared to the scoring of participants that had no additional aids, the VRbased assessment indicates that recorded video lectures indeed help the students to better assess NR structure validity, which is in line with the findings of Zhu et al 31 The analysis of the subjective assessment given in Table 2, filled out by the students who were provided virtual-realitybased learning aids with the textual notes, indicates that they believe their understanding of enzymes increased while their physical experience was generally comfortable. Postassessment interviews highlighted that a few students experienced motion sickness during the virtual reality experience.…”

Uso de vídeos cortos entre el alumnado adolescente y universitario como herramienta de aprendizaje

“…El aprendizaje es un proceso complejo, en el que intervienen factores como las habilidades de aprendizaje de los estudiantes, sus experiencias previas y actitudes (Zhu et al, 2022). En este contexto, el uso de vídeos educativos se ha erigido como una estrategia metodológica beneficiosa para los estudiantes y que contribuye a incrementar las habilidades de aprendizaje de determinados temas específicamente seleccionados (Sandoval et al, 2018).…”

“…Otra de las ventajas es que los vídeos pueden crear una atmósfera de aprendizaje inmersivo que ayude a los estudiantes a desarrollar un conocimiento y pensamiento crítico (Zhu et al, 2022). Hernández-Ramos et al ( 2021) indicaron 1 que los estudiantes recalcan que usar herramientas audiovisuales, como los vídeos, les supone una ayuda para aumentar su capacidad para resolver problemas prácticos (93,3%), analizar y reflexionar sobre la materia (91,2%), elaborar síntesis (86,6%) y organizar el estudio (83,3%) (Hernández-Ramos et al, 2021).…”

“…Como se indica en la teoría de la carga cognitiva (Sweller, 1994) y la teoría del aprendizaje multimedia (Mayer, 2005) el vídeo corto ayuda a mejorar el enfoque, centrar el contenido y reducir aquellas partes que se consideran superfluas (Chandler y Sweller, 1991) 3 . Los vídeos cortos pueden mejorar la participación de los estudiantes un 24,7% (Zhu et al, 2022) en comparación con los vídeos largos. En definitiva, a mayor duración del vídeo, menor atracción entre el estudiantado, que se involucra menos y menor rendimiento académico, con las consecuencias intrínsecas que ello conlleva 4 .…”