[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589263-105":59,"doc-detail-589263-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","video-length-preferences-for-engineering-students-case-study-of-a-flipped-software-course","Video Length Preferences for Engineering Students - Case Study of a Flipped Software Course","","Student preferences for digital learning and the COVID-19 pandemic have increased the need for asynchronous activities, particularly pre-recorded video lectures. This study addresses inconsistent guidance and limited data on optimal video length in a flipped, software-intensive engineering modeling course. Using video coverage across three consecutive semesters, it compares medium videos (30–60 minutes) with a mini-series of short videos (4–12 minutes) and evaluates student preferences and learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/video-length-preferences-for-engineering-students-case-study-of-a-flipped-software-course/589263/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/video-length-preferences-for-engineering-students-case-study-of-a-flipped-software-course/589263.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does this study investigate about video lectures?","Question",{"text":112,"@type":113},"It investigates how long video lectures should be by examining engineering students’ preferences and the actual coverage produced by different video-length formats.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were video lengths compared across the three semesters?",{"text":117,"@type":113},"The first semester used medium-length videos (30–60 minutes), the second used short-length videos (4–12 minutes) as a mini-series, and the third let students choose or alternate freely between both options.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about student preferences and learning outcomes?",{"text":121,"@type":113},"Students preferred the short mini-series in a pre-assessment, but post-assessment and data-driven evidence showed medium-length videos were used significantly more, while evidence linking video length to better learning outcomes was inconclusive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589263,1792164998,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2023: VOLUME 11 ISSUE 3  \nDOI: 10.18260/3-1-1153-36047  \nVideo Length Preferences for Engineering Students: Case Study of a Flipped Software Course  \nMICHELLE ALVARADO, KATIE BASINGER-ELLIS Dept. of Industrial and Systems Engineering The University of Florida  \nBEHSHAD LAHIJANIAN  \nH. Milton Stewart School of Industrial and Systems Engineering Georgia Institute of Technology  \nMESERRET KARACA Bayer  \nDIEGO ALVARADO  \nDept. of Engineering Education The University of Florida  \nABSTRACT  \nStudent preferences for digital learning and the COVID-19 pandemic have increased demand for asynchronous learning activities, including pre-recorded video lectures. However, there are varying recommendations and a lack of data-driven results for how long video lectures should be. This study has two purposes: 1) To determine and understand student preferences for video length in a flipped, software-intensive modeling course for engineering undergraduate students; 2) To generate datadriven evidence of actual video coverage and video length preferences. This study examined video coverage over three consecutive semesters in a software-intensive industrial engineering simulation modeling course. The first semester utilized medium-length videos (30-60 minutes) and the second semester used a mini-series of short-length (4-12 minutes) videos. In the third semester, students could choose or alternate freely between the two options. Data was collected on video coverage, student video preferences pre-and post-experiment, and learning outcomes. Students expressed preferences for the mini-series of short-length videos in a pre-assessment, but data-driven evidence and post-assessment surveys confirmed that the medium-length videos were utilized significantly more. An emergent themes analysis revealed this trend was primarily because students wanted to watch the video in one sitting. Evidence of better learning outcomes based on video length was inconclusive. Results may be limited to higher education settings where modeling and programming skills are required. More investigation is needed in other educational settings  \nKey words: Flipped classroom; Streaming video; Industrial engineering  \n2023: VOLUME 11 ISSUE 3 29  \nADVANCES IN ENGINEERING EDUCATION  \nVideo Length Preferences for Engineering Students: Case Study of a Flipped Software Course  \nINTRODUCTION  \nTraditional, weekly face-to-face lectures have been the standard for course delivery in higher education for decades. However, instructors have been converting to other class delivery methods such as flipped, online, and hybrid courses in part due to the flexibility this modality provides instructors and students. The transition was accelerated in response to COVID-19 pandemic-related educational policies. Student learning modality is not the same as it was a decade ago. Most of today’s engineering students are from Generation Z (Gen-Z), the cohort of individuals born from 1996–2010 (Rothman 2014) . Gen-Z students are 100% digitally native and are high-efficiency multitaskers (Granados 2017) . They have 8-second attention spans and commonly utilize five screens (e.g., phone, computer, tablet, etc. ) simultaneously. In comparison, Millennials, the cohort of individuals born from 1981-1995, have 12-second attention spans and split their focus across three screenson average (Cilliers 2017) . Gen-Z students’ multi-platform usage affects their focus and attention, creating challenges for engineering educators in software-intensive courses, which rely on in-class software demonstrations with follow-on lab or homework assignments. However, Gen-Z has the extraordinary ability to quickly skip information that does not interest or bring value to them due to their extensive experience as “digital natives”(Patel 2017) . Consequently, traditional classroom lectures no longer provide suff","cbCaipgjV2Jw2dk4","https://ap.wps.com/l/cbCaipgjV2Jw2dk4","pdf",915223,25,"English","# Abstract\n# Introduction\n## Flipped classrooms and digital learning context\n## Video lectures and student engagement","[{\"question\":\"What problem does this study investigate about video lectures?\",\"answer\":\"It investigates how long video lectures should be by examining engineering students’ preferences and the actual coverage produced by different video-length formats.\"},{\"question\":\"How were video lengths compared across the three semesters?\",\"answer\":\"The first semester used medium-length videos (30–60 minutes), the second used short-length videos (4–12 minutes) as a mini-series, and the third let students choose or alternate freely between both options.\"},{\"question\":\"What did the results show about student preferences and learning outcomes?\",\"answer\":\"Students preferred the short mini-series in a pre-assessment, but post-assessment and data-driven evidence showed medium-length videos were used significantly more, while evidence linking video length to better learning outcomes was inconclusive.\"}]","Video Length Preferences for Engineering Students - Case Study of a Flipped Software Course | PDF",1792066859,63]