April 20, 2017
April 20, 2017
April 22, 2017
Diversity and Pacific Southwest Section
The paper investigates interactive video for use in a first course in engineering, entitled, Introduction to Engineering. We describe interactive video as embedding learning activities (like short quizzes) that a learner must do while viewing the video. For example, the video would pause at a given moment in time so that the learner can take a short quiz. After completing the quiz, the video would then continue to play the rest of the video. Preliminary student survey results show that this approach has excellent potential to further engage the student with the course content. Student feedback shows strong agreement that interactive video increases student engagement when viewing the video.
The College of Engineering believe Interactive video has numerous benefits and other results from elsewhere appear to support what we investigated:
(1) Using frequent testing, Interactive video offers increased engagement. IBM managers found that their participants learned five times as much material compared to traditional learning methods. By embedding different interactions within a video, like summary explanations, extra and appealing pictures, tables, fill-in-the-blank and multiple choice questions, drag and drop questions or drag and drop text, interactive summaries, or single choice question sets. This type of engagement can provide instant feedback to the learner identifying where they need to spend more time. For example, a correct answer could cause the learner to skip a specified place in a video while an incorrect answer could take the user somewhere else in the video. Typical wrong answers will cause the learner to be directed to the place in the video where the answer to the question is presented.
(2) A Brandon Hill study shows Interactive videos or training offers 40-60% less employee time than if the same content was delivered in a classroom. Interactive videos allow e-learners to control the learning process. For example, with navigation hotspots, the instructor can create a custom video where the viewer can click on linkable text and images that appear in the video. This is similar to the authors experience when using embedded hot links within a YouTube video
(3) Customized training is possible based on the knowledge of the learner. The software allows learners to play at the video faster or slower than normal speed so they can repeat as often as they want or view portions of the video for quick review and where they need help. Also, learners can jump back 10 seconds in case they lose their concentration.
During the last several years, over 300 STEM videos (mostly in engineering) have been created with screen recording software using Camtasia and internet marketing tools by full-time faculty in the College of Engineering. These videos have been uploaded in YouTube to measure the effectiveness of the videos. Results from these videos are presented in terms of likes, dislikes and other data collected from YouTube. Recently, the author created a Wordpress website to test effectiveness of interactive video using assessment checks embedded inside the Youtube video requiring the learner to respond for assessment.
Santiago, J. M. (2017, April), Introduction to Engineering Using Interactive Video in Support of a Fully Online Flipped Classroom Approach Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. https://peer.asee.org/29220
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