Behavior Pattern of Building Engineering Students with Flipped Classroom: Visualization and Clustering Evaluation Analysis
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2024Abstract
Improving technical content assimilation and student performance is a great challenge in engineering and architecture degree programs. Building systems courses are based on overloaded syllabuses due to the great regulatory development, physics fundamentals, and market solutions, and these syllabuses could be difficult for students. This study focuses on evaluating the effectiveness of using learning strategies based on 20 videos uploaded to the virtual platform of the course: these videos were always available, with no view limits. Videos were like course content. Experimentation was conducted in the 2020–2021 and 2021–2022 academic years. All students enrolled in the course participated in the experimentation: 67 and 65 students, respectively. A total of three approaches were adopted through the cluster analysis: (i) students were grouped according to video views, (ii) students were grouped according to document views, and (iii) students were grouped according to the views of the whole content (documents and videos). As a result, students who watched videos more times obtained higher marks in the course. Through surveys, most students positively assessed videos for better content assimilation. This study therefore stresses the university’s need for digitalization. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
Improving technical content assimilation and student performance is a great challenge in engineering and architecture degree programs. Building systems courses are based on overloaded syllabuses due to the great regulatory development, physics fundamentals, and market solutions, and these syllabuses could be difficult for students. This study focuses on evaluating the effectiveness of using learning strategies based on 20 videos uploaded to the virtual platform of the course: these videos were always available, with no view limits. Videos were like course content. Experimentation was conducted in the 2020–2021 and 2021–2022 academic years. All students enrolled in the course participated in the experimentation: 67 and 65 students, respectively. A total of three approaches were adopted through the cluster analysis: (i) students were grouped according to video views, (ii) students were grouped according to document views, and (iii) students were grouped according to the views of the whole content (documents and videos). As a result, students who watched videos more times obtained higher marks in the course. Through surveys, most students positively assessed videos for better content assimilation. This study therefore stresses the university’s need for digitalization. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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