The Effects of Student-Engaged Video Lectures on Motivation for Sustainable Flipped Learning

Abstract

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students’ active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on flipped learning tends to focus on its educational effects and operational methods. However, no studies have considered the types of video lectures that should be developed or how to encourage students’ engagement in pre-class activities. If students do not watch the video lecture beforehand, the effects of the flipped learning class may be restricted. Therefore, for flipped learning to be sustainable, instructors should encourage students to watch the video lecture before class. In this study, we aimed to determine whether videos that engage students affect students’ motivation more than videos produced by instructors alone. Fifty-two students studying ”Basic Hindi I” provided their consent to participate in the study. Questionnaire surveys were conducted before and after midterm exams, using video lecture type and students’ grades as parameters. We examined the contributions and educational effects of flipped learning and sustainable language education on motivation. Our study’s methodology combines qualitative and quantitative approaches based on a mixed methods sequential explanatory design. We used the Instructional Materials Motivation Survey (IMMS) designed by Keller to investigate how students’ motivation is affected by different types of video lecture. Two focus group interviews were conducted to interpret the results of quantitative studies. The results show that a significant difference could not be obtained between the traditional video lecture (TVL) and student-engaged video lecture (SEVL). However, the SEVL made a slight difference in the attention variable regardless of students’ grades.