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The impact of short videos on student performance in an online-flipped college engineering course

Author

Listed:
  • Jia Zhu

    (Suzhou City University
    Xi’an Jiaotong-Liverpool University
    University of Liverpool)

  • Hang Yuan

    (Xi’an Jiaotong-Liverpool University)

  • Quan Zhang

    (Xi’an Jiaotong-Liverpool University
    University of Liverpool)

  • Po-Hsun Huang

    (Massachusetts Institute of Technology)

  • Yongjie Wang

    (Harbin Institute of Technology-Shenzhen)

  • Sixuan Duan

    (Xi’an Jiaotong-Liverpool University
    University of Liverpool)

  • Ming Lei

    (Suzhou City University)

  • Eng Gee Lim

    (Xi’an Jiaotong-Liverpool University
    University of Liverpool)

  • Pengfei Song

    (Xi’an Jiaotong-Liverpool University
    University of Liverpool)

Abstract

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.

Suggested Citation

  • Jia Zhu & Hang Yuan & Quan Zhang & Po-Hsun Huang & Yongjie Wang & Sixuan Duan & Ming Lei & Eng Gee Lim & Pengfei Song, 2022. "The impact of short videos on student performance in an online-flipped college engineering course," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-022-01355-6
    DOI: 10.1057/s41599-022-01355-6
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    References listed on IDEAS

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    Cited by:

    1. Turki Mesfer Alqahtani & Farrah Dina Yusop & Siti Hajar Halili, 2023. "Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.
    2. Hang Yuan & Wenwen Yuan & Sixuan Duan & Ruiqi Yong & Keran Jiao & Yan Wei & Mark Leach & Na Li & Xiaojun Zhang & Eng Gee Lim & Pengfei Song, 2024. "Navigating the uncertainty: the impact of a student-centered final year project allocation mechanism on student performance," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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