Abstract:

This study investigates the potential of integrating self-assessment tools, specifically interactive tests, into the theoretical multimedia content of a semi-presential programming course. The primary objective was to empirically determine whether the inclusion of interactive tests in videos could lead to a significant improvement in student performance, as measured by their academic grades. The methodology involved a multi-step process of transforming existing videos into interactive formats that allowed for the seamless integration of test questions at specific intervals. This transformation posed the challenge of maintaining key features of the original videos that students found beneficial, such as subtitle availability and playback speed adjustment.

As a data sample, we used the students enrolled in the course during 2023, who were divided into control and experimental groups. The control group followed the traditional format of video content delivery, while the experimental group had access to the newly created interactive videos with embedded test questions. The study aimed to compare the academic performance of these two groups to assess the impact of interactive multimedia content on student learning outcomes. The results revealed several key findings. Firstly, there was a notable lack of data in the experimental group due to the voluntary nature of test participation. Only a small percentage of students engaged with the interactive tests, with a limited number completing multiple tests. Despite this limitation, an improvement in academic performance was observed among students who actively participated in the interactive content. Specifically, these students demonstrated enhanced performance in various assessments, indicating a potential correlation between engagement with interactive tests and academic success.

Furthermore, the study highlighted the need for a more structured approach to encourage student participation in interactive tests. While the results suggested positive effects on student performance, the voluntary nature of test completion hindered the ability to draw statistically significant conclusions. The study emphasized the importance of promoting active engagement with self-assessment tools embedded in multimedia content to enhance student learning outcomes. In conclusion, this research underscores the potential benefits of incorporating interactive self-assessment tools in multimedia content to improve student engagement and academic performance in semi-presential courses. By leveraging interactive technologies, educators can create a more dynamic and effective learning environment that caters to diverse learning styles and enhances student comprehension and retention of course material.

Keywords:

Videos for Learning & Multimedia-based Education, e-Learning Experiences, Undergraduate Education