Student engagement remains a critical challenge in engineering education, particularly in courses that require strong conceptual understanding and sustained cognitive effort. This study examines engineering students' perceptions of engagement following the implementation of a structured instructional intervention integrating Video Learning and Virtual Learning Objects (VLOs) in a mechanics course. The intervention was organized around a three-phase learning sequence that combined short, segmented instructional videos with interactive digital activities designed to support autonomous and reflective learning. A quantitative, non-experimental descriptive approach was employed using the Student Engagement Questionnaire (SEQ) to assess five engagement dimensions: Intellectual Abilities, Teamwork, Teaching Methods, Teacher-Student Relationship, and Student-Student Relationship. Data were collected through a self-report survey administered to undergraduate engineering students after the intervention. The results indicate positive student perceptions across all engagement dimensions, with particularly strong responses related to cognitive engagement and instructional clarity. The integration of Video Learning and VLOs supported self-directed learning, conceptual understanding, and perceived effectiveness of teaching methods. In contrast, the Student-Student Relationship dimension received comparatively lower ratings, suggesting that social engagement was constrained by the individual-focused instructional design. These findings underscore the importance of intentional pedagogical design when integrating digital resources into engineering courses. While Video Learning and VLOs can effectively enhance cognitive and instructional engagement, fostering social interaction requires the deliberate inclusion of collaborative learning strategies. This study provides baseline evidence to inform the design of technology-enhanced learning environments in engineering education.
