Short interactive H5P videos in undergraduate physics labs: a comparison with traditional paper-based lab manuals

Abstract This study investigates the impact of short interactive videos (IVs) compared to traditional paper-based manuals (PBMs) on student performance and engagement in undergraduate physics laboratories. A quasi-experimental design was employed, involving pre-tests, six lab sessions with alternating instructional formats, and post-lab assessments. Results revealed that students learning lab instructions from IVs showed significantly higher conceptual understanding in early lab sessions and maintained better performance when continuing with the interactive format. In contrast, performance declined when students transitioned from the video to paper-based format. Students highly rated the interactive H5P video format for lab instructions as easier to understand, less time-consuming, and more engaging than PBMs. These findings suggest that IVs offer an effective and engaging alternative to traditional lab manuals and provide actionable insights for modernizing lab-based instruction in STEM education.