Impact of Lecture Video Acceleration in a Flipped Introductory Engineering Course
As demand for engineers grows, emphasis is increasingly placed on introductory engineering courses to engage, educate, and retain students. Team-Based Learning (TBL) is a pedagogy that shifts instruction from a lecture-based paradigm to a structured learning sequence that includes individual preparation outside of class followed by active, in-class problemsolving exercises completed by student teams. As part of the individual preparation, students may watch recorded videos of lectures, often at an accelerated speed. While the acceleration of videos has the potential to increase students’ learning efficiency, the impact on comprehension is unclear. Two studies were conducted to understand students’ viewing habits of video lectures, and to determine whether video acceleration and training can increase students’ learning efficiency without significant loss in comprehension. A preliminary study surveyed university students from an introductory engineering course on Decision Support Systems and Computer Programming about their lecture video viewing habits, and found that a sizable subset of students watch videos at an accelerated rate. The main study placed students in one of three groups that practiced watching videos at 1X (n = 16), 2X (n = 16), and 3X speed (n = 15), and then tested comprehension at 3X. Results from the preliminary survey revealed that approximately 30% of the students watched the preparatory videos at accelerated speeds in their introductory engineering course. Results from the main study showed that participants were able to accelerate videos up to 2X and with practice, able to maintain the same comprehension levels as participants watching at normal (1X) speed, whose comprehension levels decreased over time. However, 3X acceleration lowered comprehension, regardless of practice at higher speeds.
This article is published as Jacobson, Benjamin P., Michael C. Dorneich, and Leslie A. Potter. "Impact of Lecture Video Acceleration in a Flipped Introductory Engineering Course." The International Journal of Engineering Education 34, no. 6 (2018): 1863-1875. Posted with permission.