Investigating the Effect of Using Educational Videos and Recorded Lectures in Understanding the Contents of Pre-Engineering Courses

Abstract

Some students may struggle to understand the contents of courses with intensive conceptual content and problem-solving, especially when the courses are offered online. Offering courses online may present challenges such as technological issues, time management, and a lack of interaction with instructors. This paper investigates the effect of using educational videos and recorded lectures on students enrolled learning and performance. A questionnaire survey was conducted among students in the “Engineering Economics” course at an international institution for pre-engineering students before they chose their specialization. The survey was conducted during the Fall 2021 semester (before the coronavirus pandemic) and the “Spring 2022” semester (during the pandemic). The performance of students during the “Spring 2022” semester was compared with their performance during the “Fall 2021” semester, when students relied solely on face-to-face lectures. During the “Spring 2022” semester, educational videos and recorded lectures were made available to students. Analysis results revealed that students had a positive perception towards the use of educational videos and recorded lectures. Students’ feedback regarding watching videos and recorded lectures was quite positive and enhanced their performance in the course. A generic VBA framework was developed to suggest educational videos and recorded lectures relevant to selected course topics. An initial pilot test of this tool received very positive feedback from students.