TY - JOUR
T1 - The impact of short videos on student performance in an online-flipped college engineering course
AU - Zhu, Jia
AU - Yuan, Hang
AU - Zhang, Quan
AU - Huang, Po Hsun
AU - Wang, Yongjie
AU - Duan, Sixuan
AU - Lei, Ming
AU - Lim, Eng Gee
AU - Song, Pengfei
N1 - Funding Information:
The authors thank the financial support from Xi’an Jiaotong—Liverpool University to Dr. P. Song via the teaching development fund (TDF20/21-R22-150), from Wenzheng College of Soochow Universityto M. Lei via the 2020 Higher Education Innovation Research Project (20WZJG0014) and 2022 Jiangsu Province University Laboratory Research Association Sponsored Research Project (GS220222BZZ36). The authors also acknowledge the financial support from Xi’an Jiaotong—Liverpool University to S. Duan (PGRS1912019). The authors would like to acknowledge Mr. Chi Han for helping the questionnaire figure design and Dr. Zhiliang Qian for fruitful discussions.
Publisher Copyright:
© 2022, The Author(s).
PY - 2022/12
Y1 - 2022/12
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85138665235&partnerID=8YFLogxK
U2 - 10.1057/s41599-022-01355-6
DO - 10.1057/s41599-022-01355-6
M3 - Article
AN - SCOPUS:85138665235
VL - 9
JO - Humanities and Social Sciences Communications
JF - Humanities and Social Sciences Communications
IS - 1
M1 - 327
ER -