Abstract
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
Highlights
The quality and content of instruction [1,2], along with educational technologies grounded in practical pedagogy [3,4] are denoted as large determinants of student interest and engagement in learning
The video hooks remained constant and this paper reports on the observed student reaction of this para-hook methodology regarding the conceptual constructs of interest, attention and engagement
With video becoming more commonplace in the classroom [114] and incremental scholarly evidence of video’s capability of enhancing the learning experience [115], this paper provides an observational narrative of student reaction to video hooks, or video para-hooks
Summary
The quality and content of instruction [1,2], along with educational technologies grounded in practical pedagogy [3,4] are denoted as large determinants of student interest and engagement in learning. Based on the limited literature, a hook is defined as a short instructional method utilized at the beginning of instruction to augment interest, engagement and attention among the student body [7,8,9]. Hooks, their design, use in video format and/or associated reactive methodologies represent an area of instruction that has been traditionally understudied in educational literature [10], yet they are central aspects of instructional frameworks and colloquially present in teachers’ toolkits.
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