This article presents a flipped classroom proposal in higher education with students from the industrialdesign major at the University of Bío-Bío in Concepción, Chile. Research was conducted in the Product Infographicsclass, using time outside class to identify theoretical content while dedicating time in-class to developing higher-ordercognitive skills related to product creation. For this purpose, a series of motion graphics videos was implemented usingthe Edpuzzle platform, which recorded student participation and provided personalized feedback about their progress.A five-construct perception questionnaire was used to describe this experience. The results show that using motiongraphics videos, along with the Edpuzzle platform for interactions, is a resource highly valued by students for content.It is recommended to use this methodology more broadly in the educational processes in the area.