1

Increasing Engagement Levels Through Creative Video Learning​;

Using EdPuzzle to Help Students Stay Engaged Inside and Outside of the Classroom During

Covid-19

Carol Pham, Maria Elena Venegas, and Lania Moreno

California State University, Fresno

Phase 2: Ideation

Feedback Report
 2

a. Parents and Students (middle school-college)

The Good The Bad

Parents: Students:
Parents responded well, posing the Little response from students other than their
interview more as a conversation rather educators are less sympathetic, more
than a formal interview. Feedback was wide demanding, and more irritable than former
ranged but some points stayed consistent. semesters. Little learning is happening,
Parents are fed up with distance learning, subjects that were once their favorite are now
Stress and arguments have arisen more now an extra weight on their shoulders. Lesson
and mostly because parents feel helpless plans are majority lecture and less engagement
with their children. Their frustrations come from the student body.
with not knowing how to help with
technology, not being able to help with the
content and students failing grades.

The Unexpected What’s Next?

Throughout the interviews, I was actually Based on what you learned, how would you
surprised that the parents were so open with change your idea?
me about the intimacies in their home. Very I think going forward we need to take the
courageous of them to admit discourse students point of view more into consideration.
amongst their family unit. Perhaps collect more data on youngern
students

2. Address the questions/concerns you have on the Inspiration Phase or any changes you’ve
made due to the feedback you received.  
 
I think going forward we might try a different approach and compare which of the two
might produce more conducive feedback needed to move onto phase 3 of our project,
perhaps mushing our ideas together.
 

 
 3

User Experience Map 

Ideal User: Jane Young 

● Name: Jane Young 

● Age: 35 

● Profession: 4th Grade Teacher 

● Traits: Eccentric, Outgoing, Creative, Not Technologically Advanced 

Transition to Online Teaching  

 
 
Usually when Jane teaches inside the classroom, Jane is able to interact 
with the students more often and be her eccentric self. She loved to 
personalize her lessons to increase the interaction between her and her 
students. Her favorite part of her day was to interact with her class, go 
around the room and add small comments to help her students learn 
better. As soon as the COVID-19 pandemic hit, her whole world turned 
upside down. She was no longer sitting in the classroom with all of her 
little friends. She missed putting comments and interacting with students 
in her classroom. She felt lonely and missed her students very much. 
 
 5

Online Teaching During COVID-19 

 
 
With the COVID-19 pandemic, school has been difficult for both teachers 
and students. The transition from in person class to online class was a big 
change for everyone. Jane noticed that students were more off task than 
ever in her virtual classroom. The virtual classroom learning environment 
made it difficult for her to intervene and get students back on track. 
Without her physical presence she needed something new and different to 
engage her students in her lessons. She searched up on her web browser: 
Engagement tools for students. What she found was a blog page that 
advertised a tool called EdPuzzle. She spent an hour reading up on how to 
use EdPuzzle and what makes it special. Jane was intrigued and decided 
to implement it into a few of her lessons.  
 
 
 
 
 
 
 
 
 
 
 
 
 6

Creating an EdPuzzle 
 

 
 
Jane started with picking out a video that would best suit her history 
lesson. She wanted to start with creating a video about the powers of the 
local, state, and federal governments. She noticed that EdPuzzle had a 
variety of videos pulled from educational Youtube channels, Khan 
Academy videos, etc. There were so many videos to choose from. After 
choosing her video. She needed to incorporate engaging open-ended 
questions into her video as well as test her students on recalling 
knowledge. She chose to input a few multiple choice questions to keep 
students on task and throughout the video she would add in open-ended 
questions to get students' opinions and thoughts. This would help them 
formulate their answers when they come together and do a whole class 
discussion. Finally, Jane wanted to include herself into the video by 
adding comments and recording herself speaking more on the video topic 
as well as add a few easter eggs for students to enjoy. She continued this 
with a few other EdPuzzle videos as well.  
 
 
 
 
 7

EdPuzzle Trial Run 

 
 
Jane was able to put together and finish a few videos for her students for 
the next day. These assignments were given during independent working 
time. At the end of each independent working time session, Jane would 
bring the class together and have a class discussion on what they thought 
of the video as well as ask for answers to those open-ended questions. 
Within each video Jane also included some fun notes and easter eggs that 
students could share with the class if they found it. Jane decided that 
whoever found the easter egg would get a free homework pass. Jane 
explained to students that not all videos would have easter eggs, but they 
should still pay attention because you will never know when you find one. 
At the end of her EdPuzzle trial run with the students, she asked for 
student opinions on how they liked the videos. Jane explained how a 
majority of the students enjoyed the videos and liked seeing Jane in them. 
Jane agreed and thought that EdPuzzle allowed for more discussion time 
with her class as well as fun interactions. Improvements she could see to 
improve her lesson were to make students do group discussions before 
the whole class discussions.  
 
 
 8

Student Feedback and Overall Thoughts 

 
 
At the end of her EdPuzzle trial run with the students, she had asked for 
student opinions on how they liked the videos. Jane explained how a 
majority of the students enjoyed the videos and liked seeing Jane in them. 
Jane agreed and thought that EdPuzzle allowed for more discussion time 
with her class as well as fun interactions. Improvements she could see to 
improve her lesson were to make students do group discussions before 
the whole class discussions. What Jane liked about EdPuzzle was how easy 
it was to use due to the format of the webpage. Everything looked simple 
and organized. She also felt that the idea to easily edit yourself into videos 
was super useful and easy to use because it did not require any difficult 
video editing programs and with her not being technologically advanced 
she found it quite easy.