Journal of Engineering Education Transformations

Abstract

In modern STEM classrooms, video learning holds an important place, since it offers flexibility of time, place and content. But a lot of improvement is needed to enhance the learning experience because conventional video lecture lacks interaction that is indispensable component of teaching – learning process. Interactive video is highly recommended to resolve this issue as it allows proactive and random access to video content and promotes learner – content interactivity by inserting interactive elements. Interactive kind of video facilitates students’ engagement and active learning through incorporated interactive components. Present study employed two settings: learning using demonstrative video and learning using interactive video. It is observed that, students’ performance enhanced significantly in the post video quiz of interactive video and thus interactive video leads to better learners’ satisfaction. A study was carried out with 240 number of first year Engineering students for the course of Applied Physics. We collected data from post- video quiz performance and feedback from the students. The grades obtained by the students in post-video quiz for demonstrative and interactive videos were compared. For the interactive type of videos, the average marks scored were 82.79% and for demonstrative type of videos, average marks obtained were of 64.41%. This study brings forth superiority of interactive video over linear, demonstrative video as it offers enhancement of the level of conceptual understanding and attainment of desired learning outcomes through the management of cognitive and germane load by enhancing students’ engagement through active learning. Keywords—cognitive load; demonstrative video; germane load; interactive video; Learning Design; learning outcomes.