International Journal of
Information and Education Technology

Abstract—As flexible, technology-supported instructional modes become increasingly prevalent in higher education, empirical validation of their effectiveness in practice-oriented courses is critical. This study examines the impact of the HyFlex Flipped Classroom (HFFC), which combines flipped and blended learning by offering face-to-face, synchronous online, and asynchronous participation options, on students’ cognitive outcomes. A 2×2 quasi-experimental design was implemented with 150 undergraduate media students enrolled in a video production course, assigned to either the HFFC group (n = 80) or the Conventional Flipped Classroom (CFC) group (n = 70). Data analysis employed descriptive statistics and Analysis of Covariance (ANCOVA), with gender as a moderating variable. Results show that HFFC significantly enhanced students’ cognitive outcomes compared to CFC. Although gender was not a significant predictor, HFFC contributed to reducing gender-related disparities. These findings suggest that HFFC supports higher-order learning and promotes a more equitable learning environment, providing empirical support for its adoption in practice-based higher education.

Keywords—cognitive level, HyFlex, flipped classroom, video production, higher education

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Cite: Ting Wang and Wan Ahmad Jaafar Wan Yahaya, "The Impact of HyFlex Flipped Classroom in University-level Video Production Training," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1993-2001, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).