Enhancing Student Engagement and Comprehension Through Video Presentation Assignments

Abstract

The study looks at how students perceive a video presentation task as a form of multimodal learning and assessment in Economics courses. A quantitative descriptive survey method was used, with a sample consisting of 262 undergraduate students. The data were gathered through a structured questionnaire containing 5-point Likert-scale items, and descriptive statistics were applied. The instrument showed good internal consistency, with a Cronbach’s alpha of 0.918. The results show that students had positive views in all the areas measured. They reported relatively high levels of perceived understanding of the subject matter (Mean = 4.17), of critical and creative thinking (Mean = 4.22), of communication or critical-thinking skills (Mean = 4.29), and of overall satisfaction with the video production experience (Mean = 4.09). The students also said that preparing questions for a public audience helped them to understand the topic better (Mean = 4.22), while creating a tagline encouraged them to think more deeply about the topic (Mean = 3.98). Yet their confidence in speaking in front of a camera or an audience was still comparatively low (Mean = 3.86), indicating that some additional support might be useful in building up this kind of presentation confidence. In general, the findings show that students viewed the video presentation assignment favorably as an engaging method of learning and assessment. The study provides practical insights into the use of learner-generated video activities to promote active, experiential and multimodal learning in Economics education.