Flipped learning with interactive videos: a systematic literature review

Abstract

The usage of interactive videos in flipped learning has proved to be a valuable tool to boost student engagement and communication between students and teachers. A systematic literature review was conducted to research the types of video interaction currently employed in flipped learning contexts and their impact. The findings revealed that the most employed video interaction tools were instructor and student annotations, as well as in-video quizzes. The most reported benefits were increased student participation and data to assess their performance. Its most significant challenges were increased time and effort spent by professors and students. The articles also revealed that the enablers of this methodology were the gradual popularisation of video interaction technologies and the COVID-19 pandemic, which motivated the use of these tools. The inhibitors of video interactivity were the cost of these technologies and the need to teach the users how to use such tools.