Promoting meaningful learning in topology supported by undergraduate students’ video creations

Recent research has focused on the benefits of digital and video re-sources in promoting meaningful learning among students. The popularity of video-based learning and teaching has grown because of the widespread use of portable devices, the proliferation of online videos, and massive online open courses. At the university level, video design is primarily used for teacher pro-fessional development rather than university teaching and learning. The concept of engaging university students taking a pure mathematics course in encourag-ing their learning and making other students learn through the creation and use of a video is the foundation of our research. The goal is to encourage meaning-ful learning by involving third-year undergraduates in designing a seminar for themselves and their peers and then producing a video be addressed to second-year students, immersing themselves in both a peer and a quasi-peer activity in topology. Topology is a subject in which using a video resource can assist stu-dents in visualising some complex spaces, developing their imagination, visual-ising the key insights of a proof, and, more broadly, facilitating reasoning for knowledge construction. We face the issue of promoting students' meaningful learning by providing them with topology-related design and learning opportu-nities for both themselves as creators and users, as well as other external users. Preliminary findings show encouraging outcomes both for 3Y-students in terms of engagement (93 percent), communication skills (95 percent), creative think-ing, and deeper knowledge (91 percent), and for 2Y-students primarily through reflective thinking (92 percent), communication skills (78 percent),