Video as a new teaching tool to increase student motivation

Abstract

Abstract-The main objective of this research is to explore the results of the use of videos as an educational tool which helps increasing students' motivation in any discipline. The study is based on several streaming videos created as a support material for learning and used by 12 lecturers with 487 students in three different degrees of engineering (Mechanical, Industrial and Management, and Aeronautical) at the School of Industrial and Aeronautical Engineering of Terrassa (ETSEIAT). The paper describes the different areas and ways in which this innovative learning tool has been used and emphasizes the skills developed in each application. Finally, it presents the results of the impact of the use of videos upon students' motivation.

Flipping a Financial Mathematics Course in a Higher Education Institution (Hei)

“…Since the lecture is such a great portion of a class (even within the flipped classroom), it seems rational to observe whether prerecorded lectures have any impact, negative or positive, on learning. We can find in [19] a study where "the effect of the use of videos for assessing the enhancement of students' learning motivation" is explored. Nowadays HEI are trying to get the best students and students search for the best learning experiences, so flipped classroom and, in this sense, the use of video lectures may be a particularly attractive tool to these students.…”

Engineering, Concepts and Video Clips

“…A short video clip for educational purposes can be easily produced with a smart phone, a personal computer and free software. Moreover, students can be easily engaged in the very process, with substantial gains in motivation being achieved [5].…”

A gamification experience to improve engineering students' performance through motivation

“…The three questions referred to the student's level of participation in the gamification experience, the perceived usefulness and if they enjoyed participating on it. As in Bravo, Amante, Simo, Enache and Fernandez (2011), students have also expressed their opinion about a negative and a positive aspect of the experience via two open questions.…”