Interactive Edu-Video App for Teaching Electricity and Electronics Principles to Bachelor of Science in Industrial Technology (BSIT) Students
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| Title: | Interactive Edu-Video App for Teaching Electricity and Electronics Principles to Bachelor of Science in Industrial Technology (BSIT) Students |
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| Language: | English |
| Authors: | Kenny John C. Grustan, Michel C. Grustan, Juancho A. Intano, John Manuel C. Buniel |
| Source: | Electronic Journal of e-Learning. 2026 24(1):36-44. |
| Availability: | Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Energy, Electronics, Undergraduate Study, Industry, Technology Education, Undergraduate Students, Telecommunications, Handheld Devices, Interaction, Video Technology, Technology Uses in Education, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Philippines |
| ISSN: | 1479-4403 |
| Abstract: | Teaching complex electrical and electronic principles to Bachelor of Science in Industrial Technology (BSIT) students presents a significant pedagogical challenge due to the abstract nature of the concepts. Traditional static methods often fail to provide the visualization required for technical mastery. This study aimed to bridge this gap by designing, developing, and evaluating an "Interactive Edu-Video App" for the course Electricity & Electronics Principles at North Eastern Mindanao State University, Philippines. The study utilized a Research and Development (R&D) approach grounded in the ADDIE model, combined with a quasi-experimental design (non-equivalent control group). The participants included 76 BSIT students and 16 experts (instructors and industry practitioners). Data were analyzed using weighted means for validity and t-tests for learning effectiveness. The development phase produced a mobile application integrating interactive hotspots and quizzes based on Cognitive Load Theory. Expert validation rated the app as "Very Satisfactory" (M=3.61) in terms of accessibility and engagement. Experimental results revealed that while baseline knowledge was comparable (p=0.146), the experimental group using the app achieved significantly higher posttest scores (M=25.45) compared to the control group (M=17.39), with a significant learning gain (t=18.781, p<0.001). The findings confirm that interactive video is not merely a supplementary tool but a superior pedagogical strategy for technical education. The study contributes a validated, scalable mobile learning model that enhances conceptual mastery in TVET, offering a practical solution for resource-constrained industrial technology programs. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497334 |
| Database: | ERIC |
| Abstract: | Teaching complex electrical and electronic principles to Bachelor of Science in Industrial Technology (BSIT) students presents a significant pedagogical challenge due to the abstract nature of the concepts. Traditional static methods often fail to provide the visualization required for technical mastery. This study aimed to bridge this gap by designing, developing, and evaluating an "Interactive Edu-Video App" for the course Electricity & Electronics Principles at North Eastern Mindanao State University, Philippines. The study utilized a Research and Development (R&D) approach grounded in the ADDIE model, combined with a quasi-experimental design (non-equivalent control group). The participants included 76 BSIT students and 16 experts (instructors and industry practitioners). Data were analyzed using weighted means for validity and t-tests for learning effectiveness. The development phase produced a mobile application integrating interactive hotspots and quizzes based on Cognitive Load Theory. Expert validation rated the app as "Very Satisfactory" (M=3.61) in terms of accessibility and engagement. Experimental results revealed that while baseline knowledge was comparable (p=0.146), the experimental group using the app achieved significantly higher posttest scores (M=25.45) compared to the control group (M=17.39), with a significant learning gain (t=18.781, p<0.001). The findings confirm that interactive video is not merely a supplementary tool but a superior pedagogical strategy for technical education. The study contributes a validated, scalable mobile learning model that enhances conceptual mastery in TVET, offering a practical solution for resource-constrained industrial technology programs. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
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| ISSN: | 1479-4403 |
