The influence of interactive videos on student engagement in online ICT courses: A case of selected secondary schools in Kisoro District

Abstract

The study examined the influence of interactive videos on student engagement in online ICT courses in selected secondary schools in Kisoro District. The study was premised on five objectives; to establish the level of interactivity of educational videos used in secondary schools in Kisoro District, to examine the current level of student engagement in secondary schools in Kisoro District, to examine the influence of interactive video attributes on student engagement in secondary schools in Kisoro District, to examine the contribution of various factors to student engagement with interactive videos in secondary schools in Kisoro District and to compare student learning outcomes between those taught using interactive videos and those taught using traditional methods in secondary schools in Kisoro District. To achieve these objectives, the study employed a quasi-experimental design with comparative and correlational elements with a quantitative approach that entailed the collection of numerical data from 140 students and teachers from Kisoro district through the administration of a survey questionnaire. Data were analysed using the statistical package for social science (SSPS Version 27). The findings from the first three objectives show that educational videos in Kisoro District are generally interactive and supportive of learning, with high ratings for simplifying complex information (Mean = 4.97, SD = 0.165), inclusion of quizzes/polls (Mean = 3.93, SD = 0.997), self‑paced controls (Mean = 3.86, SD = 0.998), and collaboration features (Mean = 3.71, SD = 0.994), though their impact on memory retention (Mean = 2.81, SD = 0.998) and motivation (Mean = 2.88, SD = 0.927) was weaker. Student engagement levels were reported as high, with enthusiasm in group and individual activities (Mean = 4.50, SD = 0.677), consistent task completion (Mean = 4.17, SD = 0.767), attentiveness (Mean =3.87, SD = 0.937), and low distraction (Mean = 2.21, SD = 0.398). Correlation analysis revealed a significant positive relationship between interactive video attributes and student engagement (r = 0.530, p < 0.01), while regression results showed a positive but statistically insignificant direct effect (β = 0.066, p = 0.333), with interactive video attributes explaining 22.2% of the variance in engagement (R² = 0.222, F(5,207) = 11.825, p = 0.000). Overall, the results confirm that interactive video attributes enhance engagement, though their direct statistical effect was modest. Furthermore, incorporating embedded quizzes, branching scenarios, and instant feedback yielded higher engagement, with quizzes showing the strongest association (χ², p = 0.002). ANOVA revealed significant differences in engagement factors (F(9,250) = 4.21, p = 0.001), though not across video attributes (F = 1.94, p = 0.105). Ease of use, personalised feedback, and visual appeal were the most influential features, while long pacing and video length limited attention. Interactive videos increased motivation, comprehension, and participation, supporting constructivist and multimedia learning principles. However, excessive interactivity or poor pacing reduced retention. The study concludes that well-designed, concise, interactive videos combined with teacher guidance foster deeper engagement and improved outcomes. Future research should explore their use in other subjects and examine how digital access and literacy influence learning effectiveness in resource-limited schools.