Student Engagement in Engineering Education Through Video Learning and Virtual Learning Objects

Abstract

Student engagement remains a relevant challenge in engineering education, particularly in courses that require strong conceptual understanding and sustained cognitive effort. This study analyzes engineering students’ perceptions of engagement after the implementation of a structured instructional intervention integrating Video Learning and Virtual Learning Objects (VLOs) in a mechanics course. The intervention followed a three-phase learning sequence that combined short instructional videos with interactive digital activities. A quantitative, non-experimental descriptive approach was adopted using the Student Engagement Questionnaire (SEQ) to assess five engagement dimensions: Intellectual Abilities, Teamwork, Teaching Methods, Teacher–Student Relationship, and Student–Student Relationship. Data were collected through a self-report survey administered to undergraduate engineering students upon completion of the intervention. Results show positive student perceptions across all engagement dimensions, with particularly strong responses related to cognitive engagement and instructional clarity. The use of Video Learning and VLOs supported self-directed learning, conceptual understanding, and students’ perceptions of effective teaching methods. In contrast, the Student–Student Relationship dimension obtained comparatively lower ratings, indicating limited peer interaction within an instructional design primarily focused on individual learning processes. These findings highlight the role of intentional pedagogical design when integrating digital resources into engineering education. While Video Learning and VLOs can effectively enhance cognitive and instructional engagement, the development of social engagement requires the explicit incorporation of collaborative learning strategies. This study provides baseline evidence to inform the design of technology-enhanced learning environments and offers practical insights for educators seeking to balance autonomy, structure, and social interaction in engineering courses.