Abstract
Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.
Highlights
Descriptive statistics were applied to calculate mean scores and standard deviations of the survey items and factors, and the Mann-Whitney U test was used to assess whether the difference in means between the groups was significant, establishing a significance level of p ≤ 0.05
The present research has illustrated some reactions with regards to material presented in both Augmented Reality (AR) and Flipped Classroom (FC) environments
The findings revealed that the majority of participants had high levels of motivation and were satisfied with the materials supplied during the pandemic
Summary
This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.
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