Abstract
The use of technology is not new in education and it has been growing and evolving rapidly to support both teaching and learning. Video is one of the most famous educational technology tools. In recent years, interactive features have been added to engage the students rather than watching the videos passively. These videos are known as interactive videos. Interactive videos optimize active learning and improve students’ performance. This study involved lecturers from the six faculties of a private university in Malaysia, who participated voluntarily. Their task was to create interactive videos within the university's Learning Management System (LMS). The research employed an instrument adapted from the Technology Acceptance Model (TAM) survey, originally developed by Davis (1989) and later refined for a study on interactive video technology by Pauli (2019). The instrument's reliability for internal consistency was determined using Cronbach’s alpha, indicating high reliability for all four constructs and overall high internal consistency. The findings demonstrate a positive acceptance level for the use of interactive videos in teaching, irrespective of gender differences in cognitive processing. Among the four constructs, Attitudes toward Using Interactive Video had the highest mean. This study provides empirical evidence that lecturers are willing to adopt and utilize interactive videos in their teaching practices. Despite the novelty of interactive videos for many lecturers, the positive acceptance level persists, indicating that interactive videos can be widely introduced in higher education contexts to enhance engagement and interaction in teaching and learning.
Author Information
Chin Sook Fui, Quest International University, Malaysia
Tina Lim Swee Kim, Quest International University, Malaysia
Paper Information
Conference: ECE2024
Stream: Higher education
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Fui C., & Kim T. (2024) The Use of Interactive Videos in Undergraduate Courses: Lecturers’ Acceptance Level ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 151-164) https://doi.org/10.22492/issn.2188-1162.2024.11
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.11
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