Effect of Supplemental Instructional Videos on Student Performance in Engineering Mechanics Class.

Short, instructor-created videos were introduced to a junior-level engineering mechanics class for use as a supplementary resource. The videos focus on a single course concept and demonstrate appropriate problem-solving technique. This technique was found to appeal to students across a variety of majors and learning style preferences and was shown to be effective regardless of a student's past academic history. Many students realized modest to moderate improvement in performance on homework assignments and exams by using the videos as a review. Based on student feedback and access patterns, the videos are shown to serve as a valuable supplement (but not a replacement) for traditional in-classroom instruction. The future of digital content libraries and virtual environments for learning is also discussed. [ABSTRACT FROM AUTHOR]