Use Of Video Materials on a Flipped-Classroom Physics Course

We studied the use of video materials on a flipped classroom engineering physics course. The course's video materials consisted of theory videos, worked examples and motivational videos. We found that most students watched the theory videos completely or almost completely (median percentage watched 96%), but only partially the videos with worked examples (median 40%). Most students did not watch the motivational videos (median 0%). There were no statistically significant differences in the viewing metrics of students of different majors or genders. The different video types were used differently: the viewing data of theory videos had more searching and short views whereas the motivational video, when watched, was viewed for longer consecutive amounts of time. Viewing theory videos correlated moderately with exam points (Spearman's 𝜌 = 0.43). Viewing the other types of video materials had weak or no correlations with exam points.