Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

Abstract

Background: The success of flipped classrooms is dependent upon students’ preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. Objective: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students’ knowledge retention, grades, and video viewing behavior. Methods: Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM). Outcomes assessed included students’ knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. Results: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. Conclusion: Students’ knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students’ viewing of pre-class videos and their preparation for flipped classes.

Animated PowerPoint Videos: An Underutilized Anatomy Educational Tool?

“…Another potential limitation of the resource could be the lack of an engaging activity or practice questions embedded within the video that can help the user assess their progress. One study aimed to investigate whether the incorporation of quizzes within pre-class videos that first year pharmacy students needed to watch prior to attending a lecture resulted in better memory retention, student performance, and amount of time spent on watching the pre-class videos [ 50 ]. The study showed that students who completed the quizzes that were embedded in the pre-class videos performed similarly for both the pre- and post-class quizzes to students that completed the quizzes after they watched the pre-class videos [ 50 ].…”

“…One study aimed to investigate whether the incorporation of quizzes within pre-class videos that first year pharmacy students needed to watch prior to attending a lecture resulted in better memory retention, student performance, and amount of time spent on watching the pre-class videos [ 50 ]. The study showed that students who completed the quizzes that were embedded in the pre-class videos performed similarly for both the pre- and post-class quizzes to students that completed the quizzes after they watched the pre-class videos [ 50 ]. Despite this, students who completed the quizzes that were embedded in the pre-class videos were more likely to view these videos in contrast to students that watch the pre-class videos that did not contain any quiz questions in them [ 50 ].…”

“…The study showed that students who completed the quizzes that were embedded in the pre-class videos performed similarly for both the pre- and post-class quizzes to students that completed the quizzes after they watched the pre-class videos [ 50 ]. Despite this, students who completed the quizzes that were embedded in the pre-class videos were more likely to view these videos in contrast to students that watch the pre-class videos that did not contain any quiz questions in them [ 50 ]. Even though there was no statistically significant difference in terms of the amount of time students from the two groups spent on watching the pre-class videos, students who watched the pre-class videos that contained embedded quiz questions spent more time watching the pre-class videos; however, this could be justified by the fact that students needed more time as they needed to answer the embedded quiz questions within the pre-class videos [ 50 ].…”

“…Despite this, students who completed the quizzes that were embedded in the pre-class videos were more likely to view these videos in contrast to students that watch the pre-class videos that did not contain any quiz questions in them [ 50 ]. Even though there was no statistically significant difference in terms of the amount of time students from the two groups spent on watching the pre-class videos, students who watched the pre-class videos that contained embedded quiz questions spent more time watching the pre-class videos; however, this could be justified by the fact that students needed more time as they needed to answer the embedded quiz questions within the pre-class videos [ 50 ]. Finally, a major limitation of the e-learning resource described in this monograph is that it has not been evaluated by dental students in terms of its effectiveness in facilitating students’ anatomy learning; therefore, there is a need for direct feedback from dental students in the future.…”

Examining students’ behavioural engagement in lecture videos with and without embedded quizzes in an online course.

“…These quizzes are typically included within the video and allow students to pause and answer questions related to the content they just learned. The purpose of these quizzes is to help students stay engaged while watching lecture videos, as well as to reinforce the concepts covered in the video (Jones et al, 2021). They also provide immediate feedback to students, allowing them to identify areas where they may need further review or clarification and to test their understanding of concepts (Jones et al, 2021).…”