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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.
Authors: Grustan, Kenny John C.1 grustankennyjohn@gmail.com, Grustan, Michel C.2 michelconia21st2017@gmail.com, Intano, Juancho A.1 jaintano@nemsu.edu.ph, Buniel, John Manuel C.2 johncotaresbuniel@gmail.com
Source: Electronic Journal of e-Learning. 2026, Vol. 24 Issue 1, p36-44. 9p.
Subject Terms: *Mobile learning, *Education software, *Instructional systems design, *Cognitive load, *Technical education, *Bachelor of science degree, *Effective teaching, Electrical engineering
Geographic Terms: Philippines
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. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:14794403
DOI:10.34190/ejel.24.1.4148