2024 ASEE Annual Conference & Exposition

In this work in progress study, we examine the impact of video demonstrations on the enjoyment and perceived self-efficacy of students in an introduction to electronics course. Engineering students are excited and motivated to learn; however, some may struggle to absorb material when it is presented in a traditional 50 minute lecture format. In-class demonstrations have been shown to increase student engagement with lecture material. In particular, in large courses with multiple instructors, it can be difficult to consistently deliver high quality demonstrations across different lecture sections. One potential solution to this problem is to use video demonstrations, rather than live ones. In this work, we created videos for an introductory electronics course to be presented to students as in-class demonstrations. These demonstrations illustrate practical applications of concepts discussed in lectures, and make use of the same hardware and instruments that students work with in labs. The videos were presented to a single section within the larger course comprising four sections, totaling 450 students. The videos included comprehension questions to measure student engagement and understanding of the topic shown. After the video, students were asked to evaluate their level of enjoyment and self-assurance in applying the demonstrated concepts in lab. At the end of the semester, students will be asked additional reflective questions regarding if the videos improved their lecture experience and if the videos improved their perceived self-efficacy in the lab. While the study is ongoing, preliminary data suggests that students have found the demonstrations enjoyable and that the videos have improved the student’s overall enjoyment of lectures.