Interaction between Feedback Types of Interactive Videos Used in Flipped Classroom and Learning Styles of Talented Students in Developing Personal Knowledge Management Skills and Achievement

Abstract

This study aims at exploring Interactive Videos (IV) used in Flipped Classroom (FC) and their feedback types and Learning Styles (LS) of Talented Students (TS) in developing Personal Knowledge Management Skills (PKMS) and achievement. The study was conducted on 51 STS from Hail Gifted Care Center in KSA, where they divided into four experimental groups depending on their LS and IV’s feedback. The study occurred during the first term of the academic year 2019–2020. In the FC based on IV, no statistical differences between the TF and AF were present in interactive videos on the achievement or PKMS for talented students. Also, no statistical differences between the LS (convergent–distant) in the total PKMS and achievement for STS were present when applying interactive videos–based flipped classrooms, same for statistical interaction effects between the TF–AF, save for some interaction effects in some knowledge management skills (conveying, analysis, organizing). Future research could address the diminishing motivation incurred with the interactive videos-based flipped classrooms. Specifically, how to design IV–based FCs with feedback types that encourage students to develop KPMS