Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers

This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self‐efficacy in using assistive technologies (AT) for visual impairment, their adoption of video‐based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video‐based instructional approaches can enhance teacher preparation for inclusive education. A mixed‐methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre‐ and post‐ intervention self‐efficacy scales and a post‐intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open‐ended questionnaire. Results revealed a significant increase in preservice teachers' self‐efficacies following the intervention. In addition, participants reported high levels of adoption of video‐based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT‐related competencies. The study offers practical implications for teacher education and suggests avenues for future research.