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Action cameras were used in a material science class laboratory setting for improving student motivation and understanding of material failure mechanisms. The design, implementation, and student perceptions were examined when using cameras. The students recorded video footage of destructive material testing using GoPro Hero action cameras in order to evaluate material failure and develop a video presentation. The use of action cameras allowed students to view and record their experiments without the risk of damage to a more expensive camera, view their experiments in slow motion, and improve technical communication skills. An assessment of the innovation was conducted through student feedback and existing performance measures related to continuous quality improvement. Students participated in developing a grading rubric for video laboratory presentations. Five criteria in order of importance were content, clarity, organization, format, and creativity. The students' surveys were positive regarding increased understanding of course material and improved technical communication skills. The students were satisfied with the variety of laboratory experiments. They perceived increases in their abilities to share technical information through a medium other than written reports. Implications included needing more training in camera usage, editing, and video production techniques in order to improve the learning process. This innovation could be extended to other engineering and management classes.

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