Feasibility and Acceptance of Micro-Video as an Innovative Teaching Method in Engineering Education

The growing interest in innovative teaching methods within higher education has prompted an exploration of micro-videos as a valuable intervention tool. Grounded in the Technology Acceptance Model (TAM) theory, this study investigates the effectiveness and acceptance of micro-videos as a teaching method in sustainable engineering education, while also identifying the factors that influence students’ acceptance of this approach. The study was conducted in three stages. Firstly, semi-structured interviews were conducted with 30 engineering students to gather insights and formulate a TAM-based model for measuring student acceptance. Secondly, an experiment involving 425 year-2 engineering students from a university in China was conducted. The experiment incorporated a preview-test, micro-video viewing, post-view survey, and a post-test. Results indicated a significant 20% increase in post-test scores, indicating improved knowledge acquisition and confirming the effectiveness of micro-video pedagogy. Furthermore, the study found that the “quality of the framework” and “quality of the content” of the micro-videos had a significant impact on students’ attitudes towards using this teaching method via structural equation modelling (SEM). This study provides important implications for the future development of innovative teaching methods. By understanding the feasibility and factors affecting acceptance, educators can harness the potential of micro-videos to enhance engineering education.