Flipped classrooms shift traditional lecture-based teaching by requiring students to engage with learning materials, such as pre-recorded videos, before class. While a number of studies have highlighted the benefits and challenges of flipped classrooms, less is known about how individual differences—particularly cognitive load—impact student engagement and acceptance of this learning model. This study examined the influence of cognitive load on first- and second-year higher education students’ perceptions of flipped classrooms, focussing on video design, video interaction, and instructional strategies. Given the transitional academic and social demands on first-year students, we hypothesized that they would experience a higher cognitive load when adapting to flipped classrooms. In contrast, we expected second-year students, having already acclimated to university learning, would report a more positive experience. A survey of 134 undergraduate students across two physiology courses (first-year human anatomy and physiology and second-year altered physiology) gathered perceptions of the flipped classroom. Responses revealed notable differences: approximately two-thirds of first-year students rated video features like image resolution, sound quality, and closed captioning positively, while fewer than half reported positive perceptions of video length and quantity. On the other hand, 75-90% of second-year students responded favourably to all video features, indicating greater overall acceptance. Independent t-tests confirmed significantly higher ratings among second-year students across multiple variables, with medium to large effect sizes (Cohen’s d range: 0.49 to 1.16). An analysis of Perusall’s interactive activities (e.g., posting comments, reading peer contributions) demonstrated a preference among second-year students for interactive engagement. Notably, while 90% of second-year students rated passive viewing of pre-recorded videos positively, only 60% of first-year students expressed positive perceptions. Year 2 students rated all interactive activities significantly higher than Year 1 students with the exception of “upvoting” or rating other student’s comments. However, effect sizes were small. Finally, with respect to instructional strategies, Year 1 and Year 2 students showed similar perceptions of flipped synchronous classroom activities. About 75% of students in both groups had positive views on using social media videos (such as YouTube and Amoeba Sisters) and Mentimeter quizzes. Only about one-third of students in each year group rated break-out room activities positively. Overall, there were no statistically significant differences between the two groups in their ratings of instructional strategies. The findings suggest that second-year students’ positive perceptions of flipped classroom components may reflect a lower cognitive load and better-established self-regulation skills. For first-year students, the novelty of university routines and the uniqueness of flipped learning requirements could contribute to cognitive overload, resulting in less favourable perceptions. The study highlights the importance of designing flipped classrooms responsive to student cognitive development, emphasizing the design of flipped classrooms to support learners across different academic stages.

Keywords: Flipped classroom, cognitive load, higher education, student perceptions.