DEVELOPMENT AND PILOT EVALUATION OF INTERACTIVE VIDEO LECTURES FOR HIGH SCHOOL MATHEMATICS WITHIN A FLIPPED CLASSROOM MODEL
Main Article Content
Abstract
This study employed 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, with the aim of supporting students’ pre-class learning participation and immediate knowledge acquisition. The framework was informed by Cognitive Load Theory, the ICAP framework, the timing of embedded questions was aligned with the video structure, while their cognitive demand was guided by Bloom’s Taxonomy and the instructional process prescribed in the Vietnamese 2018 General Education Curriculum. A one-group post-intervention feasibility study was conducted with 60 Grade 10 students at a high school in Ho Chi Minh City. Data were collected from learning analytics recorded on the learning management system, students’ responses to embedded interactive questions, a short post-video quiz. The data were analyzed using completion rates, item-level response accuracy. The fact that all students completed the assigned pre-class videos offers preliminary support for the feasibility of the proposed framework and its potential to facilitate students’ pre-class learning. However, since the pilot study did not include a control group or a pretest, the results do not allow conclusions to be drawn about whether the approach is more effective than traditional instruction.
Keywords
interactive video lectures, flipped classroom, cognitive load theory, the ICAP framework, Bloom’s taxonomy
Article Details
References
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition. American Society for Engineering Education. https://doi.org/10.18260/1-2--22585.
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125.
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical Review Special Topics – Physics Education Research, 7, 010101.
Ghilay, Y. (2021). Text-based video: The effectiveness of learning math in higher education through videos and texts. Journal of Education and Learning, 10(3), 55–63. https://doi.org/10.5539/jel.v10n3p55
Graham, C. R. (2004). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. Pfeiffer Publishing.
Hung, I.-C., Kinshuk, & Chen, N.-S. (2017). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education. https://doi.org/10.1016/j.compedu.2017.10.005
Karmila, D., Putri, D. M., Berlian, M., Pratama, D. O., & Fatrima. (2021). The role of interactive videos in mathematics learning activities during the COVID-19 pandemic. Advances in Social Science, Education and Humanities Research, 532, 141–144. https://doi.org/10.2991/assehr.k.210222.022
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Ngo, M. D., & Nguyen, T. T. (2025). Designing and using interactive videos in teaching “Three conic sections”: A flipped classroom model. Ho Chi Minh City University of Education Journal of Science, 22(5), 874–887. https://doi.org/10.54607/hcmue.js.22.5.4529(2025)
Nguyen, T. H. (2020). Applying Bloom’s taxonomy in teaching applied mathematics through the questioning method. Journal of Science, Hanoi Industrial Textile Garment University.
Nguyen, T. K. T., & Bui, D. P. (2020). Teaching mathematics towards developing critical thinking competency for grade 9 students through the flipped classroom model. Vietnam Journal of Education, 471, 36–41.
OECD. (2019). PISA mathematics framework. OECD Publishing.
Renaud, K. M., & Murray, H. G. (2008). A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85–93. https://doi.org/10.1016/j.tsc.2008.03.005
Shorser, L. (1999). Bloom’s taxonomy interpreted for mathematics. University of Victoria.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Tran, V. H., Ngo, K. Q., Le, H. Y., Nguyen, T. B. T., Nguyen, T. H. T., & Dang, T. P. T. (2024). Designing digital learning materials to support the flipped classroom model in experiential activities for primary school students. Journal of Educational Equipment, 1(312), 31–34.