Views of undergraduate and graduate students regarding the use of digital interactive video in mathematics teaching

This study aims to examine the views of undergraduate and graduate students regarding the use of interactive videos in mathematics education. The study is designed as a qualitive research, utilising a single case study model. An interview form was developed to gain insight into students. This form aims to examine student's perceptions regarding the spesific stages, purposes and themes of using interactive videos in math lessons, alongside their views on the associated advantages, disadvantages and technical aspects. The participants of the study consisted of 54 individuals in total, comprising 50 (36 female, 14 male) undergraduate and 4 (3 female, 1 male) postgraduate students. During the implementation process, a brief presentation was first delivered to the students, followed by the opportunity for them to watch the prepared interactive video individually. Subsequently, the students completed the interview forms. Themes, categories and codes were generated from the data obtained in the study. The data were analysed using thematic analysis. Process of generating themes, categories and codes was conducted in accordance with the thematic analysis steps proposed by Clarke and Braun (2006). Based on the data obtained from the study, 4 themes and 15 categories were identified. The names of the themes obtained are as follows: instructional design features, theme-based usage, pedagogical contributions, and limitations. Students highlighted the necessity of considering clarity, consistency with curriculum objectives, and audio-visual components in the design of interactive videos. tudents highlighted the importance of incorporating interaction elements such as multiplechoice questions and matching activities. In terms of tool selection, Genially and Canva were the most preferred platforms for preparing interactive videos. Students emphasized that interactive videos enhance motivation and facilitate retention, effective learning, ix concretization, and individualization through the multimedia environment they provide. Furthermore, they stated that interactive videos could be utilized in the 'geometric shapes' theme due to their capacity for concretization, specifically during the introductory phase of the lesson or for preliminary preparation. In conclusion, it was determined that the use of interactive videos in mathematics education enriches instruction by supporting the educational process. K