Abstract
During the COVID-19 pandemic, there was an increase in the use of online courses, which required improvements in their effectiveness. To address this, the online flipped model was suggested as a solution, and this study aimed to assess the efficacy of using interactive instructional videos within an online flipped course design. The study employed a quasi-experimental method and involved fifty-five voluntary students. The experimental group watched interactive educational videos with pop-up questions for six weeks before live courses; meanwhile, the control group watched linear instructional versions of the same videos. The same online learning activities were carried out in both groups during the online live classes for each week. Independent sample t-tests were performed to assess whether there were any differences in the learning performance, lecture engagement, sustained attention, mental effort, positive emotions, and satisfaction scores between the interactive group and the control group. The results indicated that the use of interactive videos in the online flipped model improved learning performance and reduced cognitive load, but did not significantly affect lecture engagement, sustained attention, positive emotion, and satisfaction.
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The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
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Polat, H., Taslibeyaz, E. Examining interactive videos in an online flipped course context. Educ Inf Technol 29, 5833–5856 (2024). https://doi.org/10.1007/s10639-023-12048-1
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DOI: https://doi.org/10.1007/s10639-023-12048-1