Student-Generated Videos in a Management Information Systems Course - Feasibility, Student Acceptance, and Guidelines for Teachers

Abstract

As lessons were forced to switch to online or hybrid mode during COVID-19, educators need to apply tools to foster engagement inside and outside the classroom. Screencasting software enables teachers to evaluate students' learning outcomes in compensation for the lack of face-to-face interactions. This study investigated the use of student-generated videos to replace written reports in an information technology subject involving hands-on skills. The SGV can prevent plagiarism as it requires showing steps with verbal explanations. The multiple benefits of getting students to create their own content using video were supported by pedagogical theories such as multimedia learning theory (Mayer, 1997), VARK model (Fleming, 2001), and dual coding theory (Paivio & Clark, 2006). Furthermore, it can encourage students to practise their presentation skills and gain experience in video editing, which may also be helpful for their future careers. This research aimed to explore the feasibility of applying SGV in an information technology subject, and students' perception towards the assignment format, and provide some guidelines for teachers. This qualitative study involved 39 Hong Kong students. Their opinions were collected in a focus group after the subject had finished. We found that even though making SGV may require more time and effort, the students in the focus group agreed that SGV can better evaluate their understanding of subject knowledge. Based on the empirical findings, guidelines for teachers who want to use SGV in formative assessment were provided.