Videos as an educational tool in any discipline help to increase the motivation of students. It is widely accepted that in the learning process, student motivation is a key element. The existing educational literature has demonstrated the positive effect of using new technologies as a support tool to enhance the effectiveness of learning. As students are familiar with them, these technologies capture the attention of students and they can easily use these tools. Video has been used ‘off-line’ to support student learning in a variety of settings for many years among these tools. A new concept called “low-cost educational video” has now been defined as a short demonstration stream video that has a very specific goal and was created in a very short time, with few resources and that can be combined or embedded in other course materials. This type of video allows lecturers to eliminate a large number of common video-related issues: decreasing the necessary resources (both budget and time), simplifying the process of upgrading the videos, and fitting the video effectively into the course according to the paradigm of the lecturer.
This shows that learning is created through the interaction between the variables of motivation and cognition. Analyzing the use of video streaming as a learning tool focused their research efforts on analyzing the benefits and disadvantages of using this new technology tool. Without providing external incentives to induce participation, motivation in the academic context was defined as the motivational value of the content itself. Video can be a powerful motivator and context setter for student learning in the context of the knowledge economy, citing examples of Martin Luther King’s speech’ I have a dream’ or the Challenger space shuttle disaster. Moreover, most educational experts agree that the best way to maximize the concentration of learners is to show video in short segments. Most students used the space allocated to fill in the positive aspects of using videos to thank teachers for their efforts in preparing the videos. By using various tools to present content, lecturers have been able to enhance the intrinsic motivation of students and encourage them to improve their learning outcomes. As explained by a student, the use of various learning tools such as videos, PowerPoint presentations, and academic paper shows the interest of lecturers in supporting and increasing the learning process of students. In their own time, motivated students can access the video. Teaching tools, therefore, need to approach students from an angle that seems to be interesting and relevant to them. Videos facilitate content assimilation, thereby enhancing learning process efficiency. In terms of motivation, the fact that students send me one that complements the subject after watching a video in class is a clear indication of their motivation and involvement.
Students should also be encouraged by “interacting” with it to learn actively from the video. Media should be used judiciously in the learning process, like all other teaching techniques. Media can be used to motivate conversations or to lock concepts. Nonetheless, before incorporating media or allowing their students to use or create media in their classes, there are a number of important considerations for the faculty. Good teaching builds connections between the expertise of the students and the course’s learning goals. Using media helps student knowledge retention, motivates interest in the topic, and shows the importance of many concepts. The use of low-cost educational videos is an invaluable support in the teaching of technical engineering concepts, and is also effective because of: (i) low-cost tools; (ii) relative ease of handling, without the need for intensive and specific teacher training; (iii) effectiveness in facilitating the understanding of the abstract concepts involved in the Engineering Print. (iv) to make classes more motivational and, consequently, to improve teaching-learning processes; (v) to significantly reduce face-to-face tutoring of students; (vi) to improve the ability of students to learn in an autonomous manner; and (vii) to encourage discussion and co-operative learning, since dynamic teaching materials can promote the search for new audiovisual materials through study.
Audiovisual content, therefore, promotes dynamism in classrooms, helps the understanding of subjects, makes content more attractive and reduces absenteeism in classrooms, as many students prefer short videos rather than long paragraphs written in response to specific questions. This replacement is considered appropriate only if it is associated with a complementary process, as videos do not provide a global view of a topic. As students can improve their ability to self-learn, the number of questions is greatly reduced. Furthermore, it should be noted that videos allow quick and easy viewing, but they only provide very specific content, so they should not be considered the main element of training themselves. Written explanations related to audiovisual content are therefore excellent teaching material, as they can provide a clear and complete idea of an event or process in particular.