Vol. 13 No. 81 (2024)
Articles

The impact of video on military engineering learning in wartime

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  • Oleh Chyzh,
  • Yurii Smolinskyi,
  • Artur Vyntu,
  • Vitalii Kiretov,
  • Viktor Chmyr
Oleh Chyzh
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine.
Bio
Yurii Smolinskyi
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine.
Bio
Artur Vyntu
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine.
Bio
Vitalii Kiretov
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine.
Bio
Viktor Chmyr
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2024.81.09.20

Published 2024-09-30

Keywords

  • video technologies, personalized video, interactive learning environment, video lecture, video-based games.

How to Cite

Chyzh, O., Smolinskyi, Y., Vyntu, A. ., Kiretov, V., & Chmyr, V. (2024). The impact of video on military engineering learning in wartime. Amazonia Investiga, 13(81), 260–271. https://doi.org/10.34069/AI/2024.81.09.20

Copyright (c) 2024 Oleh Chyzh, Yurii Smolinskyi, Artur Vyntu, Vitalii Kiretov, Viktor Chmyr

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Video technologies have become a powerful tool in the system of professional training of future officers, and the research is oriented towards the revealing the potential of video may contribute to the improvement of cadets’ learning outcomes during wartime significantly. Besides, the article investigates the integration of video technologies in the military engineering classroom and describes interactive video-based learning environment. A quasi-experiment with intervention and control groups was used to answer the research questions. The findings demonstrated the significance of using video in engineering education and the calculation of difference-in-differences value proved the positive impact of videos on cadets’ learning outcomes. The experiment revealed eighteen teaching strategies for integrating video in the military engineering classroom. Also, we provided a detailed classification of characteristics typical for video content in military engineering education. In addition, an interactive video-based learning environment was defined. Regarding the formation of professional competence among future military engineering officers, an interactive video-based learning environment was described through certain requirements. The research results can be used to improve the curriculum for future military engineering officers. Also, the findings may contribute to the design of professional training programs for military educators.

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