Student video viewing habits in an online mechanics of materials engineering course

Abstract

The paper investigated video viewing habits of students in a sophomore-level, online Mechanics of Materials (MoM) course offered in Spring 2017, and how those habits affected student course grades. Data on student engagement, video engagement, and number of views were collected from a MoM course through a learning management system. The data was compared with video length, video content, and video type. Student viewing habits were the focus of the study. It was determined that student engagement decreased over the semester, video content affected video engagement or total views, and viewing rate fluctuated depending on the exam. Furthermore, an increase in student engagement and total views tended to coincide with improved student grades. While videos are an effective means of improving student course grades, changes could improve videos and increase engagement.