چکیده (انگلیسی):

Motivating students to come prepared to class is often a futile exercise. The consequences are magnified as more
instructors adopt the flipped classroom teaching model, in which students are expected to come to class with some
knowledge of the material. This paper analyzed the implementation of a pedagogical tool that addresses this
problem: multimedia pre-lectures. We tested the efficacy of pre-lectures on students with no prior exposure to
college or AP-level economics using a controlled clinical experiment, focusing on introductory economics concepts.
Students who had access to pre-lecture materials scored significantly higher on comprehension and retention than
those with access only to textbooks.