YouTube Videos in the Virtual Flipped Classroom Model Using Brain Signals and Facial Expressions

Abstract

As a result of the confinement due to the COVID-19 pandemic, various educational institutions migrated their face-to-face teaching modality to a virtual modality. This article presents the implementation of the Flipped Classroom model in a completely virtual format to develop grammatical competency in Spanish. The model used videos from YouTube, one of the leading global social network platforms, and the videoconferencing system Zoom, the tool selected by the studied educational institution to continue academic operations during the health confinement. The model was enriched with the Index for Learning Style test to provide more differentiated teaching. This study showed considerable improvement in the academic performance of high school students taking a Spanish course at the Mexico City campus of Tecnologico de Monterrey. Of the total sample, 98% increased their score by between 2 and 46 points, from a total of 100, in their grammatical competency in Spanish. Additionally, the student satisfaction survey showed that more than 90% considered the course methodology beneficial for developing their grammatical competency in Spanish. This study demonstrates the potential of the Flipped Classroom model in a virtual format. This teaching structure using the Flipped Classroom model could be replicated in various educational settings and for different areas of knowledge.

Keywords

• educational innovation
• higher education
• flipped classroom
• virtual education
• learning styles