Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course

TL;DR

This study analyzes how students interact with online lecture videos in a flipped mechanics course, revealing that their engagement often aligns with facilitating correct problem-solving strategies.

Contribution

It provides detailed clickstream analysis of student video interactions, highlighting their focus on elements that support correct solutions in a flipped classroom setting.

Findings

Students focus on video elements aiding correct solutions

Interaction patterns correlate with problem-solving success

Video engagement varies among students

Abstract

In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via 'clickstream' data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a 'correct' solution.