# YouTube Videos in the Virtual Flipped Classroom Model Using Brain Signals and Facial Expressions
### The Advantages of Audovisual Digitization of Learning Resources  
Audiovisual learning resources have been present in the classroom for several decades. Their benefits for the teaching-learning process have been studied and verified by various teachers and experts in educational research. It has been shown that incorporating mobile devices and virtual learning applications in the classroom are highly recommended for a motivating and productive learning environment [13]. Their incorporation is neither an accessory nor an element for stimulating the students. It has been shown that the use of audiovisual language in education is not complimentary; rather, it is the language of the 21 st century [14]. Audiovisual materials have an essential characteristic: they stimulate the receiver through two channels: auditory and visual. Unlike a teacher's explanation that is supported by writing on a blackboard or projection of a presentation, the videos add enrichment to teaching with static and moving images, including music, colors, diverse typefaces, and visual and auditory effects. Thus, the teacher can vary the stimulus to the students, capturing their attention and facilitating learning. It has been found that eight of ten young people use videos for educational purposes, including 96% of those between 14 and 19 years old and 94.6% of those between 20 and 24 years old [15]. As can be seen, the Flipped Classroom model integrating videos as support material is more familiar and attractive for students of these ages. Table 1 compares this model with the traditional model. In 2015, the Communication and Education Office of the Autonomous University of Barcelona [14] noted the following benefits of audiovisual resources in teaching: \begin{table}
\begin{tabular}{c c c} \hline \hline \multicolumn{3}{c}{**Contribution of the Studies Provided vs. Contribution of the Present Study**} \\ \hline
**Region** & **Contribution** & **Present Study** \\ \hline
**Ecuador** & This study describes how the model can be implemented in a completely virtual format and reinforced that this model improves collaboration, meaningful learning, self-management, commitment, and motivation. & This study is notably related to the international studies’ contributions because it reinforces several of their findings. However, this study makes a very important contribution: it shows the methodology to follow sequentially to implement the model in a virtual format. \\
**Russia** & This study reinforced that the model helps teachers to be closer to the students. It found that the model develops the teacher’s ability to synthesize their lessons. \\ \hline
**Latin America** & This study reinforced that the model is well received by students, and also makes them more independent and better managers of their own learning. \\ \hline
**Colombia** & This study found that the model helps to better manage the time of foreign language classes to favor the interaction of students and thus enable practice of their communication skills. \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Contribution of the studies provided vs. contribution of the present study regarding the application of the Flipped Classroom model. 1. **Favors the observation of reality**: Allows accurate representation or recording of events. 2. **Facilitates understanding and analysis**: Allows observation of reality and visualization of structures, processes, and relationships that can be simply and easily described and captured. 3. **Provides a motivating and attractive element for students**: Its ease of understanding, realism, and impact (at times) attracts students. 4. **Introduces multiple languages and literacies into education**: Helps complement the didactic value of oral and written languages. 5. **Improves the effectiveness of teaching activities**: Improves student performance, making explanations easier by showing various processes. 6.