2026 ASEE Annual Conference & Exposition

Flipped project-based learning (FPBL) has gained attention in computer science education for fostering active learning [1]–[5]. While prior research has shown that FPBL can enhance computer science students’ learning motivation [1], [3], [4], there remains a need to understand how specific design elements such as quiz-embedded videos and hands-on activities of FPBL contribute to students’ motivation. Grounded in Self-Determination Theory (SDT) [6], which posits that intrinsic motivation arises when learners’ needs for autonomy, competence, and relatedness are fulfilled, this study examines how quiz-embedded videos within FPBL environments support these psychological needs and influence computer science students’ motivation to engage with learning activities. In this framework, autonomy involves self-paced engagement with materials, competence reflects confidence in project participation, and relatedness emerges through collaborative work fostering shared understanding and connection.

This study represents the exploratory phase of a larger Design-Based Research (DBR) project. The study was conducted in an upper-level computer science course at a four-year university, involving 17 junior and senior students who participated in 14-week FPBL modules focused on embedded programming with drone technologies. Students engaged with asynchronous video lectures prior to attending hands-on, collaborative project sessions. The pre-class, quiz-embedded videos were developed using Canva and Notebook LM to provide formative assessment opportunities and immediate feedback. Multiple data sources are being collected, including pre-, mid-, and post-surveys, focus group interviews, and quiz results, to inform future refinements of course design. FPBL videos feature interactive checkpoints for predictions, questions, and concept application before lab activities. We have thus far collected pre-survey data from the students and will collect mid- and post-course surveys based on validated survey questions, along with focus group interviews to triangulate findings. Descriptive statistics will be used to examine patterns in students’ motivation across the pre-, mid-, and post-course surveys, complemented by a deductive coding approach guided by SDT for analyzing focus group data.

Preliminary analyses showed that students reported moderate to high perceptions of competence (M = 4.12, SD = 0.83), autonomy (M = 4.42, SD = 0.79), and relatedness (M = 4.32, SD = 0.80). The average quiz score was M = 4.55 (SD = 1.16). Upon completion of data collection, the findings are expected to provide deeper insights into how specific design features of quiz-embedded videos support students’ autonomy, competence, and relatedness within FPBL environments, thereby informing future refinements in motivational course design. Data collection and analysis will continue throughout the fall semester, and final results will be presented at the conference.