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

Contributing USMA Research Unit(s)

Civil and Mechanical Engineering

Publication Date


Publication Title

International Journal of Engineering Education

Document Type



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.

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