DEVELOPMENT AND PILOT EVALUATION OF INTERACTIVE VIDEO LECTURES FOR HIGH SCHOOL MATHEMATICS WITHIN A FLIPPED CLASSROOM MODEL
Main Article Content
Abstract
This study used an educational design and development research approach to develop and pilot a structural framework and a set of design principles for interactive video lectures in flipped high school mathematics. The aim was to support students’ participation in preclass learning and immediate knowledge acquisition. The framework drew on cognitive load theory and the ICAP framework. The timing of embedded questions was aligned with the video structure, whereas their cognitive demands were guided by Bloom’s taxonomy and the instructional process prescribed in the Vietnamese 2018 General Education Curriculum. A one-group postintervention feasibility study involved 60 Grade 10 students at a high school in Ho Chi Minh City. Data sources included learning analytics recorded in the learning management system, students’ responses to embedded interactive questions, and a short postvideo quiz. Data were analyzed using completion rates and item-level response accuracy. All students completed the assigned preclass videos, providing preliminary support for the feasibility of the proposed framework and its potential to support preclass learning. However, because the pilot study included neither a control group nor a pretest, the results do not establish whether this approach is more effective than traditional instruction.
Keywords
Bloom’s taxonomy, cognitive load theory, flipped classroom, interactive video lectures, the ICAP framework
Article Details
References
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