Speaker
Description
In the post-COVID era, many universities have continued to adopt flipped learning and asynchronous teaching approaches to promote learner autonomy and provide flexible access to instructional content (Tsulaia, 2023; Yamaguchi et al., 2023). In Japan, Moodle is widely used; however, its use often remains limited to content delivery with limited learner interaction. This presentation explores how H5P supports learning and engagement in the L2 classroom. This study reports preliminary findings from the implementation of an H5P interactive video in an English for Academic Oral Presentation course at a public university. The interactive video focused on APA website citation and was assigned as an on-demand assignment, followed by an in-class quiz and a learner survey. Data was collected from quiz scores and student feedback to examine learners’ understanding and perceptions of the H5P interactive video.
The results indicate that most students reported positive learning experiences, particularly in understanding APA citation rules and engagingAbstract. At the same time, students identified some challenges related to video pacing, comprehension, and quiz design. These findings suggest that H5P interactive video can support procedural learning and provide insights into learners’ needs. The results of this study also suggest the need for future research that explores teachers’ perspectives and the challenges involved in designing interactive learning activities.
| 発表日の希望 / Preferred Day | 2月28日（土）/ February 28 Saturday |
|---|---|
| MAJ R&D Grant | いいえ |