The Unseen Potential of Film for Learning: Film's Interest Raising Mechanisms Explained in Science and Mathematics Education

Abstract

Educational video is more than audio-visual technology for knowledge dissemination. From the perspective of film studies, video is a powerful tool to evoke interest – a key engine for learning. Interested pupils learn more, process knowledge more deeply, and experience more enjoyment while learning. In the Netherlands and abroad, interesting pupils in science and mathematics is a difficult task and we believe that video could make a difference. This dissertation introduces the film studies perspective to the discourse on video in education to initiate an interdisciplinary approach. It shifts the dominant focus of research and educational practice from video for knowledge dissemination to raising pupils’ interest. In four subsequent studies, we first explored the practice of educational video use focussing on teacher aims and video characteristics. Second, we integrated theories from multiple disciplines to model the mechanisms underlying interest in film and video. Third, we empirically tested and validated the model. Finally, we conducted a qualitative study to better understand and to explain the model’s underlying mechanisms. In conclusion, the experience of a balance between posed challenges and coping potential proved to be crucial for interest development. Video naturally activates viewers to seek this balance, if well structured. This dissertation presents a method for assessing the structure of educational videos, based on a validated interdisciplinary model of Film’s Interest Raising Mechanisms (FIRM model). Furthermore, it offers guidance for professionals to optimize the educational use of video for its unseen potential to raise interest.