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1 Incorporating Movie Clips to Validate Learning: 2 A Students’ Assessment 3 4 5 The use of movie-based educational interventions has been widely used in the 6 pedagogy of psychology. Wherein most of the researchers have included full- 7 length movies in their teaching followed by students’ comments of its 8 effectiveness; the current research was carried out to examine if or not 9 students will be able to find relevant clips from the list of movies provided and 10 incorporate those in their group workshops after being exposed to the 11 theoretical knowledge in their lecture class. To gauge how the participants 12 received it and what suggestions do they have to offer for the improvement of 13 this innovative exercise an anonymous survey and a semi open-ended interview 14 was used. The research was conducted in three trimesters of academic years 15 2018 and 2019. On analysis of the raw data, it was found that the students 16 rated the assignment favorably and reported that movie clips helped them 17 understand the course material better and enabled them to apply psychological 18 concepts to real-life situations. The findings suggest that movie clips can 19 facilitate the learning process and can prove to be an efficacious tool to 20 validate students’ learning. 21 22 Keywords: education, movie-clips based learning, introduction to psychology, 23 undergraduate elective course, validation of student learning 24 25 26 Introduction 27 28 “A unique property of film is its ability to make one see and grasp things which only 29 the cinema is privileged to communicate” (Kracauer, 1973). 30 31 Beyond the classroom walls, students absorb massive volumes of 32 information from feature films, a lot of which depicts psychological themes 33 and undertones. Research suggests that people in the USA spend 4 hours and 34 46 minutes watching film and TV everyday (Fottrell, 2018), with worldwide 35 cinema box office revenues at the US $41.1 billion (Motion Picture 36 Association of America (MPAA), 2019). Audiences appear to find cinema a 37 compelling experience that effortlessly holds their attention for longer periods 38 (Hinde, Smith and Gilchrist, 2018). Henceforth, using movies in the classroom 39 to build on students’ out-of-school experiences with film is an important 40 research topic. 41 A comprehensive review of film studies literature suggests that the unique 42 features of film make it an uncommonly powerful teaching tool (Champoux, 43 1999). 44 Salomon (1979) found that individuals learn, new, novel and abstract 45 concepts more easily when presented with both verbal and visual form. Movie 46 learning scenarios present valuable opportunities for deeper recognition and 47 understanding of psychological issues through the visual representation and
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1 interplay of emotions. Since, movies provide firsthand perspective and 2 encompass complex processes like symbolic representation and individual 3 point of view (Sharma, Sharma and Ghai, 2013) hence, utilizing these in 4 understanding intricate concepts is expected to promote learning. 5 Film has tremendous pedagogical utility, as not only is it the most popular 6 art form, but it also ensures student engagement and motivation. Many 7 theorists argue that films bring vivacity to courses (Wedding, Wongpakaran 8 and Wongpakaran, 2017) and claim that films should be made an essential 9 component of any curriculum. Owing to its usefulness and effectiveness, 10 movies are being used by various researchers in their respective fields from the 11 late 1970s. However, a surge of research publications was noticed in the late 12 1990s and since then, numerous articles containing critiques of films and 13 creative ideas for incorporating films into classrooms have been published, for 14 example, publications exist on educational use of movies in Counselor 15 Education (Higgins and Dermer, 2001; Holloway, Oxford and Wilzeck, 2016), 16 History (Marcus, 2005), Law (Anderson, 1992), English as Second/Foreign 17 Language (Bazilewich, 2009; Ekahitanond, 2011; Xhemaili, 2013), Medicine 18 (Crellin and Briones, 1995), Management education (Champoux, 1999), 19 Sociology (Moskovich and Sharf, 2012), Psychiatry (Sharma, Sharma and 20 Ghai, 2013; Graf, Abler, Weydt, Kammer and Plener, 2014) and Psychology 21 (Bolt, 1976; Dorris and Ducey, 1978; Anderson, 1992; Boyatzis, 1994; 22 Paddock, Terranova and Giles, 2001; Roskos-Ewoldsen and Roskos-Ewoldsen, 23 2001; Badura, 2002; Hauenstein and Riddle, 2003; Lafferty, 2013; Searight 24 and Saunders, 2014; Smithikrai, 2016; Petkari, 2017; Wedding, Wongpakaran 25 and Wongpakaran, 2017). 26 27 28 Literature Review 29 30 Discussions supporting Incorporating Movies in Pedagogy 31 32 All the afore stated, and numerous other researches reiterate and reinforce 33 the benefits of incorporating movies into pedagogy which include, but are not 34 limited to, enhanced learners’ learning experience, stimulated active participation 35 (Ruusunen, 2011), increased student involvement, motivation, engagement and 36 learning (Holloway, Oxford and Wilczek, 2016; Kadivar, Mafinejad, Bazzaz, 37 Mirzazadeh and Jannat, 2018), making course topics immediate, relevant, and 38 concrete (Kinney, 1975; Nissim-Sabat, 1979; Moskovich and Sharf, 2012), 39 enhanced comprehension for refining critical thought and for examining new 40 perspectives (Morze, 2008), improved analytical and perspective-taking skills 41 (Anderson, 1992), aided recall of course content and exposure of students to 42 authentic and realistic scenarios (Green, n.d.). It was also argued that video 43 clips heighten understanding and application of concepts, made concepts seem 44 more realistic and class more enjoyable (Roskos-Ewoldsen and Roskos- 45 Ewoldsen, 2001). Cowen (1984) stated that visual media made concepts more 46 accessible to individuals than text media and helped with later recall. Another
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1 significant benefit of blending movies in the teaching-learning process, as 2 professed by Smithikrai (2016), was that they tap both affective and cognitive 3 experiences of learners. The researcher further concluded that teaching with 4 movies promoted positive characteristics and behaviors. Films bring people 5 closer to people, events, and issues that they are studying (Russell and Waters, 6 2010). Sharma, Sharma and Ghai (2013), in their paper, contended that using 7 movies as a teaching tool created emotionally meaningful experiences that 8 made far lasting impressions and were viewed as enjoyable and valuable by the 9 students when compared to any other mode of presentation. Bolt (1976) 10 indicated that movies present behavior with such great intricacy and is so 11 rooted in the social world that it provides unmediated insight into the 12 character’s life; such detailing and elaborateness is not possible with other 13 modes of instruction. Christopher, Walter, Marek and Loenig (2004) suggested 14 that movies offered greater understanding and application of concepts, made 15 understanding easier than a textbook alone could do, and was a good 16 supplement to lecturing. Wedding, Wongpakaran and Wongpakaran (2017) in 17 their research also ingeminated that through the subtleties of editing and 18 juxtaposition of sound and image, a good film could provide firsthand perspective, 19 which was not easily imparted by lectures or textbooks. Additionally, learning 20 through aesthetics, which includes movies, stimulated learner reflection (Blasco, 21 Moreto, Blasco, Levites, and Janaudis, 2015). Lastly, when coupled with 22 deliberations and discussions, movies encouraged students’ direct engagement 23 with psychological concerns, which seemed integral in refining their critical 24 thinking skills (Costin, 1982). 25 26 27 Research Questions 28 29 On a thorough reading of over 60 research papers and articles, following 30 gaps were identified by the researcher – almost all the researches have 31 exclusively focused on students majoring in psychology; the author of the 32 current paper couldn’t spot even a single study that was conducted on students 33 taking psychology as an elective zero-level course. Furthermore, of all the 34 explored researches none but one was carried out in the middle-eastern part of 35 the world. Additionally, most of the researchers and educators have used full- 36 length movies to critique either the authenticity of the movie from a 37 psychological perspective or the exercise of movie viewing in general; 38 effectiveness of using movie clips remains briefly addressed in the literature. 39 Finally, almost every researcher has integrated movies in his/her teaching and 40 has then studied its effect on students' enthusiasm, attitude or interest towards 41 the exercise. In the current research, the students take the front seat and after 42 being exposed to the contents of the chapter in the lecture they are expected to 43 watch the movie from the listed movies and then find, edit and discuss the clips 44 that are relevant to and cohesive with the contents taught in the class. In other 45 words, movie clips were used as an instrument to validate students’ learning
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1 and understanding of lecture contents. Based on above gaps, following research 2 questions were formulated. 3 4 1. Will the students be able to critically analyze the movie and bring 5 relevant clips from it to be discussed in their group workshops? 6 2. What do students think about the effectiveness of movie-clips based 7 workshops as a tool to analyze psychological concepts? 8 3. What additional recommendations, comments or feedback do students 9 have for improving the said assignment? 10 11 12 Methodology 13 14 Sample 15 16 The present research study was carried out in the Middle Eastern campus 17 of a Western University, in a zero-level foundation course entitled Introduction 18 to Psychology, in the fall trimester of 2018 and spring and summer trimesters 19 of the year 2019. A normal trimester comprises 13 weeks (13 lectures and 12 20 tutorials) of course instruction with two-hour lecture and two-hour tutorial per 21 week format. Summer trimester is condensed into six weeks of instruction, the 22 structure, however, remains the same as a normal trimester with the only 23 difference that tutorial classes are conducted twice a week as compared to once 24 every week for 12 weeks for a normal trimester. The tutorials are capped at 25 25 students per section. 26 A typical class for this course constitutes a heterogeneous population with 27 mixed demographics, talents and learning backgrounds. The total sample was 28 distributed in 14 sections, of which the author of the study taught eight 29 sections. All in all, the research sample comprised of 193 students of which 30 104 were male students and 89 females. The average age of the participants 31 was 21.2 years. None of the students had previously received any specific 32 instructions/training in using or critiquing Hollywood movie clips, although 33 they had some exposure to educational videos, which were used by the course 34 instructors in the same or other subjects. 35 To ensure covering all course material relevant to the movies, the said 36 assignment started towards the starting of week 4 and lasted till week 10 of the 37 normal trimester; and week 2 till week 5 for the summer batch. In each tutorial, 38 one group comprising 3-4 students were asked to present a 40-45 minutes 39 group workshop on a chosen topic. Since, without proper guidance students 40 might choose movies that may not offer optimal material for this assignment, 41 hence, they were asked to pick one movie from the list provided by the course 42 instructors (Please refer to Appendix I for the list of topics and movies 43 provided). The students were further asked to present the contents and concepts 44 of the chosen topic using the clips from that particular movie. 45 Each class section followed the same schedule. The presenters used movie 46 clips as one of the teaching assistant forms along with other tools like
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1 PowerPoint presentations, explanation, discussions, activities and quizzes etc. 2 The presenters announced the topic and movie to be discussed a week prior to 3 their workshop and the remaining students (audiences) were encouraged to 4 view the movie for a better understanding of the workshop. Presenters were 5 asked to view, assess, edit and discuss the clips as a part of their learning 6 experience. Presenters were also encouraged to review research papers written 7 and published on the chosen movie. This exercise helped them understand and 8 analyze the movie from a psychological perspective. Prior to discussion of 9 movie clips, presenters provided a brief narrative of the broader topic along 10 with a gist of the movie indicating the protagonist, main characters, plot and 11 the storyline. Next, the presenters highlighted the underlying concepts that 12 would be discussed using movie clips. The students were given free hand to 13 use either inductive or deductive approach in explaining the concepts to their 14 audience. That is, they could either first show the movie clip and then explain 15 the concept depicted or they could do the explanation first and then show 16 relevant clips and ask the audiences to identify the phenomenon/idea. The 17 workshop was followed by an open class discussion involving the whole class. 18 At the end of the workshop the students, both presenters and non-presenters, 19 were encouraged to give their visceral critique of the movie clips and exercise. 20 After explaining the aim of the study to the participants and after obtaining 21 verbal consent from them, students were asked to evaluate the assignment in 22 terms of its effectiveness, novelty, being enjoyable, ease of understanding, 23 application of concepts and its potency in stimulating class discussions. 24 Since, no single instrument can guarantee the complete truth (Hourigan, Leavy 25 and Carroll, 2016) hence, a parallel convergent mixed-method approach was 26 adopted i.e. the data was collected both quantitatively (using questionnaires) 27 and qualitatively (using interviews) to determine the effectiveness of said 28 assignment. 29 30 31 Instruments 32 33 Questionnaire 34 35 A student feedback questionnaire was administered at the end of the 36 course to explore how students received this innovative movie clips based 37 workshop, what did they think of its effectiveness and, whether or not this was 38 helpful in understanding various psychological concepts. For this, an 39 anonymous survey of students enrolled in author’s tutorials (N=193) was done. 40 The questionnaire asked six nominal and 21 ordinal questions to be answered 41 on a four-point Likert scale. Four-point scale was chosen as by removing the 42 midpoint option one is minimizing respondents’ attempts to “please the 43 interviewer or appear helpful or not be seen to give what they perceive to be a 44 socially unacceptable answer” (Garland, 1991). The core areas covered in the 45 tool encapsulated items pertaining prior presentation, during presentation, post 46 presentation and suggestions for improvement (Please refer to Appendix II for
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1 the questionnaire). Seven experts including two educationists, three psychologists 2 and two language experts were asked to evaluate the content validity of the 3 items on the questionnaire. Alongside 15 students, who had already taken the 4 course in earlier semesters, also assessed the validity of the questionnaire. All 5 the experts and students were asked to point out any items or words that they 6 found ambiguous or had difficulty understanding. Their collective feedback 7 was used to modify the items. The questionnaire’s reliability was ascertained 8 using Cronbach’s alpha, which turned out to be fairly high (0.87), establishing 9 the homogeneity of the test. The collected data was further analyzed using 10 SPSS 24.0 software. 11 12 Interviews 13 14 The qualitative data for the current research was obtained using the semi- 15 structured interviews. A total of 54 students participated voluntarily in the 16 informal interview. The interview form consisted of three questions and was 17 aimed to probe deeper into students’ attitudes and feelings with regards to 18 movie-clips based workshops. Additional suggestions for improving the 19 assignment were also sought. Each interview lasted for about 15 minutes. All 20 the interviews were audio recorded and were transcribed later. 21 22 23 Students’ Evaluation of the Assignment 24 25 Review of Survey findings 26 27 Quantitative method was used to analyze the responses obtained on the 28 survey questionnaire. At this point, negative items were scored in the reverse 29 order. To analyze the data obtained on the questionnaire Statistical Package for 30 the Social Sciences (SPSS) 24.0 was utilized. This software provided information 31 in the form of frequency distribution and percentages. The results obtained 32 from the questionnaire show that in general most of the students (86.4-92%) 33 found movie-clips based workshops more enjoyable, useful and interesting. A 34 fairly high percentage of partakers (76.4%) affirmed that using movie clips was 35 a novel way in delivering group workshops. A similarly high percentage of 36 participants (88.2%) stated that movie clips enhanced their understanding of 37 concepts and enabled them to cognize difficult theoretical concepts in more 38 realistic ways (82%). Significantly large percentage (70.2%) of participants 39 strongly agreed/agreed that they felt more confident when talking about the 40 movies. One reason for this could be that films have become a part and parcel 41 of everyone’s life that when one talks about movies he/she feels more assured 42 about it. A lion’s share (73.2%) believed that movies are a good means to get 43 young people enthusiastic about their subject and/or topic. Major chunk of the 44 undergraduates (65.8%) averred that they enjoyed other groups’ workshop. 45 There was a little decline in the results in this question as compared to all other 46 items on the questionnaire because not all audiences watched the movies prior
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1 to the group workshop and that marred their interest in other groups’ 2 workshop. 68% participants strongly agreed/agreed that having movie-clips 3 based workshop helped in stimulating class discussions and almost similar 4 percentage (71.5%) established that they were asked invigorating questions 5 about their workshops. When asked whether they would recommend the use of 6 movie clips in future use and in other courses, a high proportion – 78.2% and 7 75.6% respectively – provided affirmative responses. 8 Furthermore, a lion’s share of the participants (93.2%) established that 9 using movie clips was a wonderful tool for teaching and learning of 10 psychology and its concepts. On an equal footing, 87.8% of the students 11 believed that movie-clips based workshops are better than lecture style 12 workshops. When enquired about learning the contents for workshop, 85.4% of 13 the participants indicated that this mode of delivery minimized rote- 14 memorization substantially. Several students (77.4%) avowed that they became 15 more interested in their psychology class because it included an assessment 16 containing movies. 17 On the negative items in the questionnaire, a steep decline was noticed in 18 the affirmative responses. A marginal part (19.7%) of the research partakers 19 found fetching relevant clips from the movie arduous. Likewise, miniscule 20 portion (16.4%) of the participants believed that weighting for the said 21 assignment was too much. A similar proportion of members (18.3%) believed 22 that working on group workshops using movie clips was more time consuming 23 than other assignments. Finally, almost one-third (33%) of the students 24 believed that full-length movies should be used in the classroom over short 25 clips. Although it seems like a fairly high percentage but it is worth noting that 26 these responses came from those participants who didn’t watch the movie 27 beforehand and hence wanted lecture timings to be devoted to viewing the 28 movie. The last item was intended to capture the overall emotion of the activity 29 and it was found that major chunk of the participants (89.1%) established that 30 the said assignment was the highlight of their Introduction to Psychology 31 course. 32 Conclusively, the data obtained on survey clearly indicate that students 33 enjoyed almost every aspect of this novel assignment. Although all other 34 assignments provide vignettes of what psychology and its concepts entail, they 35 do fall short of creating the actual climate that enhance students’ 36 comprehension of the subject (Higgins and Dermer, 2001). Movies provide an 37 opportunity of observing body language, facial expressions, interactions 38 between the characters and even the social environment in which the 39 interactions take place hence, fill the void that is there in using one- 40 dimensional source of information including written examinations, essay 41 writing, writing reflective piece, poster presentations etc. 42 43 Review of findings for the Interview 44 45 The most emergent theme while analyzing interviews was that movie clip 46 based group workshop was an interesting, innovative and inspirational exercise
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1 as can be seen from the following testimonies, “It was really interesting, the 2 things that I learnt in the lecture, I am seeing them live in the film. I could 3 constantly reflect on what I was seeing.” Another comment included “when 4 you hear the word movie, first thing that pops in your head is fun or a reward 5 or leisure time activity … little did I know that these can be exceptionally 6 valuable in understanding academic content as well ... a very innovative 7 approach I must admit!” Many participants, through their testaments, averred 8 that the current project contributed largely to deep learning and understanding 9 of psychological concepts; a comment that highlights this emotion includes “I 10 am not someone who can rote memorize stuff, I need to understand and apply 11 what I have received in lectures … movies have done just that … they 12 contributed to my deeper learning as opposed to the superficial learning, 13 which normally doesn’t happen in a zero-level course”. 14 The connection that got established between theoretical knowledge 15 received in lectures and real life examples displayed in movies was highly 16 appreciated by all the participants, for example, a member of the group who 17 presented on the topic of ‘psychological disorders’ stated, “Film offered a 18 unique opportunity to seek realistic manifestations of a person suffering from 19 schizophrenia. I also got to know how films can, (sometimes) offer an 20 inaccurate portrayal of a mental disorder…” 21 Another student commented on clarity and true-to-life experiences 22 rendered by movies and how these helped in making psychological ideas more 23 tangible “movie clips based workshops helped me academically, it simplified 24 the content, made it more concrete and made concepts and long theories more 25 realistic.” 26 Yet another participant, who was interning in a Multinational Company, 27 drew parallels between case studies and movies, “I have worked on several 28 projects involving case studies … films, are a visual representation of those 29 case studies and hence, are more appealing, evocative and enthralling. I’ll ask 30 my reporting manager to inculcate movie clips in our training sessions as 31 well.” 32 The role of movies in providing firsthand view was also highlighted in a 33 few testimonies, “I liked learning through movies… movie doesn’t teach you 34 like a book… you can actually see it happening, you get a glimpse of what it is 35 to live with amnesia (for instance) … it provides you with first hand 36 perspective of people’s lives and their stories.” Another student expressed a 37 similar sentiment “as an engineer, I don’t have any examples or experiences to 38 draw while understanding a few psychological concepts like disorders or 39 therapies or even certain theories … movies filled that void … films made me a 40 critical analyzer of psychological concepts.” 41 Another student commented on the familiarity and attention-binding 42 capacity of the movies, “Films are well-known, attention-capturing medium … 43 no one needs to be coaxed into watching movies, you know … so when I heard 44 that we will be using movies in the course, it increased my motivation for 45 attending the class … and as expected, my 13-weeks experience has been so 46 rewarding.”
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1 An undergraduate mentioned how (before watching the film), “some of the 2 notions and theories had been vague, it seemed like a lot of content to be 3 memorized for a zero-level course, but after viewing the movie, everything fell 4 into place … it seemed like all the dots, that I thought could never be 5 connected, got connected.” 6 Another star student (whose group got the highest marks in the said 7 assignment in Spring semester of 2019) highlighted the importance of 8 discussions that followed the group workshop, “the best thing about this 9 workshop was the discussions that followed it … it not just stimulated me or 10 other high achievers, but even got the less participating ones talking. The 11 clarity achieved by discussions added more to my knowledge repertoire. I 12 would love to see and be a part of such workshops in my other subjects as 13 well.” 14 One student highlighted the emotions evoked by movies over a regular 15 activity-based workshop, “films strike a chord, these evoke emotions and make 16 you feel a connection with the character being portrayed, as if he was 17 portraying the journey of your life … and when such a connection is made, 18 study becomes a story … a story you can relate to … a story that you don’t 19 need to memorize.” 20 Another student built her argument on the learning style, she claimed, “I 21 am a visual learner, I learn better when I see things over just reading from the 22 book … including movies in our course was such a brilliant idea ... I am sure 23 many students would have benefitted from this exercise.” The same student 24 further proposed the idea of having a library of movies and movie clips, “we 25 must build a library of movie clips relating to the course contents so that all 26 visual learners, like myself, can benefit from it.” 27 The flexibility of anytime anywhere viewing was also highlighted by one 28 of the participants, “when you (the instructor) first announced that group 29 workshops are going to be movie clips based, I thought we will have to watch 30 the movie in the lectures and then bring the relevant clips to the tutorial classes 31 … but the flexibility conferred by this style of workshop was amazing … I could 32 pause, play, pause as and when required…” Similar opinion was seconded by 33 another member of the same group, “At first I thought, we will be able to find 34 only 5-6 relevant clips but when we watched the movie, it seemed like every 35 other scene is related to the contents taught in the class. We revisited the full- 36 length movie three times and we dipped in and out several times before we 37 were able to carefully scrutinize at least 17 clips that could put our message 38 across.” 39 One student mentioned that the idea of having a movie clips based 40 workshop seemed childish at first, “at first it seemed impractical … nobody 41 likes change, there is always some resistance because of unfamiliarity … I 42 mean, it’s a completely different way of thinking … how can someone teach 43 using movie clips, you cannot expect everyone would have seen the movie 44 beforehand and expecting the presenters to give an overall view in five minutes 45 also seemed lame … but everyone got so fascinated by the idea of movie that 46 almost everyone seemed to have enjoyed this activity thoroughly.”
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1 When asked about additional recommendations, comments or feedback for 2 improving the assignment, most of the students avowed that the exercise needs 3 no alteration and that it is highly effective in terms of the objectives it aims to 4 accomplish. However, a handful of students provided suggestions for making 5 the assignment more effectual and successful. Sample includes: 6 7 “It would be better if you use the similar strategy in our lecture classes as well … 8 movies evoke discussion … it can be a pleasant break from the lecture format.” 9 10 “I know it can be a time constraint but it would be better if we could be made to 11 see full-length movies in lecture class or a separate two-hour class. This way 12 each and every one would have participated and benefited from the discussions 13 that happen in the tutorials.” 14 “I feel we must also be asked to submit a report containing an overall critique of 15 the movie, owing to time constraints, the presenters (sometimes) are not able to 16 show all the clips that they have identified … like we identified more than twenty 17 clips in ‘The curious case of Benjamin Button’ but were able to show only 12 of 18 them … had we been given more time or additional assignment like a report or 19 essay, we would have showcased our hard work in its totality.” 20 21 A similar sentiment was expressed by another student, “I feel we should 22 give at least 35% weighting to this assignment – 20% for the group workshop 23 and remaining 15% to the group report that the presenters should be asked to 24 submit – we’ll benefit more from this exercise if it accompanies a report 25 submission as well”. 26 Another important suggestion highlighted was the provision of list of 27 recommended readings, “The obligation to read scholarly research articles 28 and incorporating the findings in the workshop is really good, though it would 29 have been better if you (the instructor) provided the recommended reading list 30 … that would have made the work lighter and concentrated.” 31 32 33 Discussion of Results 34 35 The objective of this study was to validate students’ learning of psychological 36 concepts using Hollywood movie-clips based workshops. To this aim three 37 research questions were formulated. The following discussion considers each 38 in turn. First of all, nearly all the groups did a marvelous job at analyzing the 39 movie and bringing subsequent clips from it to be discussed in the class. This 40 research question was majorly answered using researcher’s observation and 41 assessment of students’ workshops along with the feedback interviews of the 42 participants. All but one of the groups brought more than 8 clips that were 43 highly relevant to and were equally cohesive with the contents taught in the 44 lecture. Many groups thought that the time limit imposed on them was the 45 major drawback of this assignment as they had identified more clips to 46 illustrate the concepts than they could actually show in the class. Students also 47 highlighted the importance of proper guidance that was provided to them in the
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1 beginning of the semester. They averred that some handholding was required 2 for this exercise, as they had never done such an assignment before. Clarity of 3 instructions is critical for students’ performance when trying a new assessment. 4 Sowell (2017) has precisely captured this sentiment when he claimed that 5 instruction giving has a direct effect on learning; a lesson or activity becomes 6 chaotic and fails when students do not understand what they are supposed to 7 do. 8 The second question was explored using both an anonymous survey as 9 well as a semi-open ended interview. The participants were asked to share their 10 thoughts about the effectiveness of innovative movie-clips based group 11 workshops in comprehending and analyzing psychological concepts. The 12 results obtained from quantitative data indicated that participants thoroughly 13 enjoyed this useful, interesting, avant-garde and spellbinding activity. These 14 findings are in line with Wiertelak, 2002; Wedding, Wongpakaran and 15 Wongpakaran, 2017. Furthermore, the findings of this study reveal that using 16 movies to understand psychology has solid advantages including enhanced 17 understanding of psychological concepts, presenting abstract ideas concretely 18 and in a more realistic way, and facilitating class discussions. This is in 19 agreement with a number of studies, for example, Conner, 1996; Boyatzis, 20 1994; Davidson, 1990; Christopher, Walter, Marek and Loenig, 2004; Kinney, 21 1975, Nissim-Sabat, 1979; Moskovich and Sharf, 2012. Reflections after the 22 workshop promoted discussions, which in turn furthered learners’ critical 23 thinking skills, this finding supports the conclusions established by Costin, 24 1982. A highly affirmative response on recommendation of the activity for 25 future use in same as well as other courses insinuate that partakers found it to 26 be a highly rewarding and stimulating experience. This is consistent with what 27 has been found in the previous studies including Bluestone, 2000; Ruusunen, 28 2011. 29 The qualitative results established by the informal interview harmonized 30 with the results obtained on the quantitative spectrum of the current research 31 study. Many students voiced their opinions, thoughts and feelings on the 32 effectiveness, usefulness as well on the ways of improving the said assignment. 33 The most common reactions among the students after their workshop were that 34 it was a fun, motivating and attention-grabbing assignment. A similar pattern 35 of results was obtained in Gee and Dyck, 1998; Kirsh, 1998; Sharma, Sharma 36 and Ghai, 2013; Shin 2017. The connection that got established between the 37 four walls of the lecture theatre and the world outside it was deeply appreciated 38 by all the participants. A similar conclusion was reached by Hyler and Moore, 39 (1996); Davis (2000) who asserted that movies aid the application of concepts 40 from the coursework to real life. 41 The pedagogical gains in having movie-clips based workshops was seen 42 both on individual and group levels. On individual level, it fostered reflection, 43 created emotionally meaningful experiences, evoked emotions and promoted 44 deep learning over superficial rote learning; on group level a collective team 45 effort was observed. Other researchers like Sharma, Sharma and Ghai (2013); 46 Blasco, Moreto, Blasco, Levites, and Janaudis (2015); Tan, (2018) support
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1 such observations. Realization of reflective skills and other higher order skills 2 requires hands-on experience and in-depth discussions, both of which were 3 vital components of this exercise. One of the most repeated sentiments was that 4 such a task is highly beneficial in understanding academic content. This finding 5 is consistent with what has been found in previous studies like Salomon, 1979; 6 Cowen, 1984. 7 Last but not the least, when enquired about the suggestions and 8 recommendations to improve the assignment, some students averred that the 9 activity could be made more relevant if similar strategy be used in lecture 10 classes as well. Their line of thinking was that more exposure would lead to 11 better outcomes and viewing a role-model incorporating similar strategy in her 12 teaching would proffer more clarity to use clips judiciously. A further novel 13 finding of this research was students’ opinion on submission of report 14 alongside the group workshop. Participants believed that owing to time barriers 15 they were not able to showcase their efforts in entirety and hence, if they were 16 asked to submit a written report, the assignment would have been better 17 justified. In line with this proposal, the students demanded the weighting of the 18 assignment to be increased from 20% to at least 35%. They felt that finding 19 scholarly articles for an assignment worth 20% for a zero-level course was a lot 20 of work to do and that the provision of list of recommended readings from the 21 instructors would have made their work lighter, easier and more fun. 22 All in all, the present study provided fresh evidence that using films in 23 psychology courses, and specifically in introductory psychology course, can 24 promote active learning; minimize rote learning and; encourage high level of 25 involvement. 26 27 28 Limitations and Recommendations for Future Research 29 30 Every study, no matter how well it is conducted and constructed, has 31 certain limitations (Simon and Goes, 2013). The primary limitation to the 32 generalization of the results obtained in the current paper is its sample size. The 33 study was conducted in one of the western universities in United Arab Emirates 34 with the students who opted Introduction to Psychology as their elective 35 course. Future researchers can further the findings of this research by 36 conducting it on students enrolled in another universities across the country. A 37 comparative study within various elective courses viz. sociology and 38 philosophy can also be done. 39 40 Additionally, the time frame in which the researcher conducted the study 41 was very limited. The investigator could not investigate how much this 42 intervention can aid the retention of content and topics in long run. To see the 43 said effects, further research can be done on the same sample after an interval 44 of six months to one year. Another limitation of this research is its design, 45 which used only survey and interviews to gauge the effectiveness of the 46 intervention. A fully experimental pretest post-test design would be more
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1 powerful to test the efficacy and success of the assignment. Another area worth 2 investigating is the comparison of grades obtained in the movie-clips based 3 workshops with the performance on other oral and written assignments. This 4 will provide a better insight of the usefulness of movies to teach and learn 5 psychological concepts. Last and the final proposal for future inquiry came 6 directly from students’ interview where they recommended the submission of 7 reflective and/or informative report to showcase their efforts in totality. 8 9 10 Conclusion 11 12 The current study, through a juxtaposition of questionnaire and interview 13 responses, provides converging evidence that that the use of movie clips in 14 validating students’ learning of psychological concepts adjudicates an additional 15 value in the process of learning and motivate learning environment in the 16 introductory psychology course. Based on the results of the study, it can be 17 safely concluded that using movie clips in group workshops stimulated class 18 discussions, generated student interest and had a noteworthy effect on their 19 understanding and retention of psychological concepts. Students’ evaluations 20 of the assignment provided a clear indication that this assignment was well 21 received by them and they want it to be replicated in the pedagogy of other 22 modules and courses as well. Conclusively, through the current research paper 23 the researcher strongly advocates the use of movie clips to authenticate 24 students’ learning. 25 26 27 References 28 29 Anderson, D. D. (1992). Using Feature Films as Tools for Analysis in a Psychology and 30 Law Course. Teaching of Psychology, 19(3), 155–158. doi:10.1207/s15328023top19 31 03_6 32 Arnold, B. (Producer), Lima, K. & Buck, C. (Directors). (1999). Tarzan [Motion picture]. 33 United States: Walt Disney Pictures/Walt Disney Feature Animation. 34 Badura, A. S. (2002). Capturing students’ attention: Movie clips set the stage for learning 35 in abnormal psychology. Teaching of Psychology, 29, 58-60. 36 Bazilewich, A. (2009). Beyond adaptation: Using film to enhance the teaching of literature 37 in the secondary English language arts classroom (Unpublished master’s graduating 38 paper). The University of British Columbia, Vancouver, Canada. 39 Bender, L. (Producer). & Van Sant, G. (Director). (1997). Goodwill Hunting [Motion 40 picture]. United States: Be Gentlemen. 41 Besson-Silla, V. (Producer), & Besson, L. (Director). (2014). Lucy [Motion picture]. 42 France: EuropaCorp/TF1 Films Production/Canal+/Cine+/TF1. 43 Blasco, P. G., Moreto, G., Blasco, M. G., Levites, M. R., & Janaudis, M. A. (2015). 44 Education through Movies: Improving teaching skills and fostering reflection among 45 students and teachers. Journal for Learning through the Arts: A Research Journal on 46 Arts Integration in Schools and Communities, 11(1). doi: 10.21977/d911122357 47 Blomkamp, N., Kinberg, S. (Producers), & Blomkamp, N. (Director). (2015). Chappie 48 [Motion picture].United States: Columbia Pictures/MRC/LStarCapital/Kinberg Genre.
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1 Bluestone, C. (2000). Feature Films as a Teaching Tool. College Teaching, 48(4), 141– 2 146. doi: 10.1080/87567550009595832 3 Bolt, M. (1976). Using Films Based on Literature in Teaching Psychology. Teaching of 4 Psychology, 3(4), 189–190. doi: 10.1207/s15328023top0304_13 5 Boyatzis, C. J. (1994). Using Feature Films to Teach Social Development. Teaching of 6 Psychology, 21(2), 99–101. doi: 10.1207/s15328023top2102_9 7 Boyle, D., Colson, C., Smithson, J. (Producers). & Boyle, D. (Director). (2010). 127 hours 8 [Motion picture]. United Kingdom/United States: Pathé/Everest Entertainment/ 9 Film4 Productions/ HandMade Films/ Cloud Eight Films. 10 Chaffin, C., Kennedy, K., Marshall, F. (Producers). & Fincher, D. (Director). (2008). The 11 curious case of Benjamin Button [Motion picture]. United states: Paramount pictures/ 12 Warner Bros. Pictures. 13 Champoux, J. E. (1999). Film as a Teaching Resource. Journal of Management 14 Inquiry, 8(2), 206–217. doi: 10.1177/105649269982016 15 Christopher, A. N., Walter, J. L., Marek, P., & Koenig, C. S. (2004). Using a “new classic 16 film to teach about stereotyping and prejudice. Teaching of Psychology, 31, 199-202. 17 Costin, F. (1982). Some Thoughts on General Education and the Teaching of 18 Undergraduate Psychology. Teaching of Psychology, 9(1), 26–28. doi: 10.1207/s153 19 28023top0901_7 20 Cowen, P. S. (1984). Film and text: Order effects in recall and social inferences. 21 Educational communication and technology: A journal of theory, research, and 22 development, 32(3), 131. 23 Crellin, J. K., & Briones, A. F. (1995). Movies in Medical Education. Journal of the 24 Association of American Medical Colleges, 70(9), 745. doi: 10.1097/00001888-1995 25 09000-00001 26 Davidson, W. B. (1990). The dirty dozen: Classroom demonstration of twelve instigators 27 of aggression. Teaching of Psychology, 17 (4), 252-253. 28 Davis, A. (2000). Using feature film in rehabilitation counselor education. Rehab 29 Education, 14(2), 169-180. 30 Dixon, L., Kroopf, S., Kavanaugh, R. (Producers), & Burger, N. (Director). (2011). 31 Limitless [Motion picture]. United States: Virgin Produced/Rogue. 32 Dorris, W. (1978). Social Psychology and Sex Roles in Films. Teaching of 33 Psychology, 5(3), 168–169. doi: 10.1207/s15328023top0503_17 34 Ekahitanond, V. (2011). Learn, think, act: Using movies to develop critical thinking skills. 35 Executive journal, 31(3), 110-114. 36 Emery, B., Friedmann, L., Lauder, K., Little, G., McQuarrie, C. (Producers). & Alvarez, 37 K. P. (Director). (2015). The Stanford Prison Experiment [Motion picture]. United 38 States: Abandon Pictures/Coup d’Etat Films/Sandbar Pictures. 39 Evans, B.A., Gideon, R., Scheinman, A. (Producers). & Reiner, R. (Director). (1986). 40 Stand by me [Motion picture]. United States: Act III Productions. 41 Fonda, H., Rose, R. (Producers). & Lumet, S. (Director). (1957). 12 angry men [Motion 42 picture]. United States: Orion-Nova Productions. 43 Fottrell, Q. (2018, August 4). People spend most of their waking hours staring at screens. 44 Retrieved from https://www.marketwatch.com/story/people-are-spending-most-of- 45 their-waking-hours-staring-at-screens-2018-08-01. 46 Garland, R. (1991). The mid-point on a rating scale: Is it desirable? Marketing Bulletin, 47 1991(2), 66-70. 48 Gee, N. R., & Dyck, J. L. (1998). Using a Videotape Clip to Demonstrate the Fallibility of 49 Eyewitness Testimony. Teaching of Psychology, 25(2), 138–140. doi: 10.1207/s153 50 28023top2502_18
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1 Graf, H., Abler, B., Weydt, P., Kammer, T., & Plener, P. L. (2014). Development, 2 Implementation, and Evaluation of a Movie-Based Curriculum to Teach Psychopa- 3 thology. Teaching and Learning in Medicine, 26(1), 86–89. doi: 10.1080/10401334. 4 2013.857340 5 Grazer, B., Howard, R. (Producers). & Howard, R. (Director). (2001). A beautiful mind. 6 [Motion picture]. United States: Universal Pictures/DreamWorks Pictures. 7 Green, R. J. (n.d). Teaching psychology through film, video. Association for Psychological 8 Science. Retrieved from https://www.psychologicalscience.org/uncategorized/teachi 9 ng-psychology-through-film-video.html 10 Hauenstein, N. & Riddle, D. (2003). Education and training in I-O Psychology. The 11 Industrial Organizational Psychologist, 41(1), 83-95. 12 Higgins, J. A., & Dermer, S. (2001). The use of film in marriage and family counselor 13 education. Counselor Education and Supervision, 40(3), 182-192. 14 Hinde, S., Smith, T., & Gilchrist, I. (2018). Does narrative drive dynamic attention to a 15 prolonged stimulus? Cognitive Research: Principles and Implications, 3(45). https:// 16 doi. org/10.1186/s41235-018-0140-5 17 Holloway, L.J.M., Oxford, R. L., & Wilczek, R. S. (2016). Using films to teach counseling 18 psychology in a media-drenched culture. International Journal of Education and 19 Social Sciences, 3(11), 31-38. 20 Hourigan, M., Leavy, A. M., & Carroll, C. (2016). ‘Come in with an open mind’: Changing 21 attitudes towards mathematics in primary teacher education. Educational Research, 22 58(3), 319-346. 23 Hourigan, M., Leavy, A.M. & Carroll, C. (2016). ‘Come in with an open mind’: Changing 24 attitudes towards mathematics in primary teacher education. Educational Research, 25 58(3), 319-346, doi: 10.1080/00131881.2016.1200340 26 Hyler, S. E., & Moore, J. (1996). Teaching Psychiatry? Let Hollywood Help! Academic 27 Psychiatry, 20(4), 212–219. doi: 10.1007/bf03341883 28 Kadivar, M., Mafinejad, M. K., Bazzaz, J. T., Mirzazadeh, A., & Jannat, Z. (2018). 29 Cinemedicine: Using movies to improve students understanding of psychosocial 30 aspects of medicine. Annals of Medicine and Surgery, 28, 23–27. doi: 10.1016/j.am 31 su.2018.02.005 32 Kinney, D. K. (1975). Cinema Thrillers: Reviews of Films Highly Rated by Psychology 33 Students. Teaching of Psychology, 2(4), 183–186. doi: 10.1207/s15328023top0204_ 34 13 35 Kirsh, S. J. (1998). Using Animated Films to Teach Social and Personality 36 Development. Teaching of Psychology, 25(1), 49–51. doi:10.1207/s15328023top25 37 01_17 38 Kracauer, S. (1973). Theory of film: The redemption of physical reality. New York: 39 Oxford University Press. 40 Lafferty, M. E. (2013). Using feature films in the teaching and assessment of sport 41 psychology. Sports and Exercise Psychology Review, 9(2), 74-82. 42 Lerner, A., Marshall, L., Gill, M., O’Toole, M., Scott, R. (Producers). & Joffé, R. 43 (Director). (2014). Before I go to sleep [Motion picture]. United Kingdom/United 44 States/France/Sweden: StudioCanal/Millennium Films/Scott Free Productions/ Film i 45 Vãst. 46 Liman, D., Crowley, P., Gladstein, R. N. (Producers). & Liman, D. (Director). (2002). The 47 Bourne Identity [Motion picture]. United States/Germany: Hypnotic/Kennedy/ 48 Marshall. 49 Linklater, R., Sutherland, C., Sehring, J., Sloss, J. (Producers). & Linklater, R. (Director). 50 (2014). Boyhood [Motion picture]. United states: IFC Productions/Detour 51 Filmproduction/Cinetic Media.
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1 Linson, A., Chaffin, C., Bell, R. G. (Producers). & Fincher, D. (Director). (1999). Fight 2 club [Motion picture]. United States: Fox 2000 Pictures/Regency Enterprises/Linson 3 Films. 4 Marcus, A. S. (2005). “It is as it was”: Feature film in history classroom. Social Studies, 5 96(2), 61-67. 6 Morze, L. (2008). Beyond the clip: Critical uses of film in the non-film course. Human 7 Architecture: Journal of Sociology of Self-Knowledge, 6(1), 1-6. 8 Moskovich, Y., & Sharf, S. (2012). Using films as a tool for active learning in teaching 9 sociology. The Journal of Effective Teaching, 12(1), 53-63. 10 Motion Picture Association of America (MPAA), (2019). 2018 Theatrical home entertain- 11 ment market environment (THEME) report. Retrieved from https://www.motionpictur 12 es.org/research-docs/2018-theatrical-home-entertainment-market-environment-theme 13 -report/ 14 Niemiec, R.M. (2017). Movie reviews and psychology: A PsycCritiques retrospective to 15 inspire the future. PsycCritiques, 62(51). Doi: 10.1037/a0041182 16 Nissim-Sabat, D. (1979). The teaching of abnormal psychology through the cinema. 17 Teaching of Psychology, 6, 121-123. 18 Paddock, J. R., Terranova, S., & Giles, L. (2001). SASB Goes Hollywood: Teaching 19 Personality Theories through Movies. Teaching of Psychology, 28(2), 117–121. doi: 20 10.1207/s15328023top2802_11 21 Petkari, E. (2017). Building beautiful minds: Teaching through movies to tackle stigma in 22 psychology students in the UAE. Academic Psychiatry, 41(6), 724-732. doi: 10.1007 23 /s40596-017-0723-3 24 Roskos-Ewoldsen, D. R., & Roskos-Ewoldsen, B. (2001). Using video clips to teach 25 social psychology. Teaching of Psychology, 28, 212-215. 26 Rudin, S., Brunetti, D., De Luca, M., Chaffin, C. (Producers). & Fincher, D. (Director). 27 (2010). The social network [Motion picture]. United States: Columbia Pictures/ 28 Relativity Media/Scott Rudin Productions/Michael De Luca Productions/Trigger 29 Street Productions. 30 Russell, W. B., & Waters, S. (2010). Reel character education: A cinematic approach to 31 character development. Charlotte, NC: Information Age Publishing. 32 Ruusunen, V. (2011). Using movies in EFL teaching: The point of view of teachers 33 (Unpublished master’s thesis). University of Jyväsklä, Finland. 34 Salomon, G. (1979). Interaction of media, cognition and learning: An exploration of 35 how symbolic forms cultivate mental skills and affect knowledge acquisition. San 36 Francisco: Jossey-Bass. 37 Schwary, R. L. (Producer). & Redford, R. (Director). (1980). Ordinary people [Motion 38 picture]. United States: Wildwood Enterprises, Inc. 39 Searight, H. R., & Saunders, D. (2014). Teaching psychology through popular film: A 40 curriculum. International Journal of Social Science and Education, 4(4), 858-862. 41 Selznick, D. O. (Producer). & Hitchcock, A. (Director). (1945). Spellbound [Motion 42 picture]. United States: Selznick International Pictures/Vanguard Films. 43 Sharma, N., Sharma, S., & Ghai, S. (2013). Psychiatry movie club: An innovative way to 44 teach psychiatry. Delhi Psychiatry Journal, 16(2), 335-342. 45 Shin, M. H. (2017). The effects of movie-based learning project on students’ English 46 learning motivation. Journal of Engineering and Applied Sciences, 12(14), 3561- 47 3564. 48 Shyamalan, M.N., Blum, J., Bienstock, M. (Producers). & Shyamalan, M.N. (Director). 49 (2016). Split [Motion picture]. United States: Blinding Edge Pictures/ Blumhouse 50 Productions
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1 Appendix 1. Workshop Topics and Suggested Movies Group Workshop Topics Suggested Movies Limitless (Dixon, Kroopf, Kavanaugh Consciousness and Burger, 2011); Lucy (Besson-Silla (Altered state: Usage of drugs) and Besson, 2014) Tarzan (Arnold, Lima and Buck, 1999); Learning Chappie (Blomkamp, Blomkamp and Kinberg, 2015) The Bourne Identity (Liman, Crowley, Gladstein and Liman, 2002) Memory and Forgetting Memento (Todd, Todd and Nolan, 2000); Before I go to sleep (Lerner, Marshall, Gill, O’Toole, Scott and Joffé, 2014) The curious case of Benjamin Button (Chaffin, Kennedy, Marshall and Fincher, Development across Lifespan 2008); Boyhood (Linklater, Sutherland, Sehring, Sloss and Linklater, 2014) The pursuit of happyness (Smith, Black, Blumenthal, Lassiter, Tish and Muccino, 2006); 127 hours (Boyle, Colson, Motivation + Stress and Health Smithson and Boyle, 2010); The social network (Rudin, Brunetti, De Luca, Chaffin and Fincher, 2010) The Stanford prison experiment (Emery, Friedmann, Lauder, Little, McQuarrie and Alvarez, 2015); The breakfast club Social Psychology (Tanen, Hughes and Hughes, 1985); 12 Angry men (Fonda, Rose and Lumet, 1957); Stand by me (Evans, Gideon, Scheinman and Reiner, 1986) Goodwill Hunting (Bender and Van Sant, 1997); Ordinary people (Schwary and Personality Theories Redford, 1980); Spellbound (Selznick and Hitchcock, 1945) A beautiful mind (Grazer, Howard and Howard, 2001); Fight club (Linson, Psychological Disorders Chaffin, Bell and Fincher, 1999); Split (Shyamalan, Blum, Bienstock and Shyamalan, 2016) 2 3
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1 Appendix 2. Questionnaire for Students 2 3 The purpose of the survey is to gather information concerning your 4 opinion regarding the effectiveness of movie clips based workshops. Choose 5 the best-suited option among Strongly Agree, Agree, Disagree and Strongly 6 Disagree. There are no right or wrong answers. It should take about 10 minutes 7 to complete the survey. All responses are kept confidential. Please return the 8 survey sheet to the instructor once you are finished answering. 9 10 Full Name of the Participant: 11 ______12 Sex: 12 Male 12 Female 13 Age (in years): 14 ______15 Major Area of Study: 16 ______17 University level: 17 Freshman 17 Sophomore 17 Junior 18 Senior 19 Prior experience with teaching with movie clips: ______20 21 S. Statement Strongly Disagree Neutral Agree Strongly No. Disagree Agree 1. Using movies to learn psychological concepts is a useful way of learning 2. Using movie clips is a novel way to deliver/ conduct group workshops 3. Using movie clips enhanced my understanding of the concepts 4. Using movie clips helped me to understand the theoretical psychological concepts in a more realistic way 5. Working on using movie clips for workshop was more time consuming than other assignments 6. Finding relevant clips from the chosen movie was a difficult task 7. Film is a means of getting young people enthusiastic about their subject
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8. I am more confident when talking about the films 9. I enjoyed other groups’ movie clips based workshop 10. I was asked stimulating questions about my workshop 11. Using movie clips helped in stimulating class discussions 12. I would recommend the use of movie clips for future use in the course 13. I think movies should be used as a pedagogical tool in other courses too 14. The weighting of 20% for a movie clips based workshop was too much 15. Using movie clips as a teaching and learning assistant for this course was enjoyable 16. Movies can be a wonderful tool for teaching and learning psychology 17. Movie clips based workshop is preferable to normal activity-based workshop 18. Movie clips based workshop helped minimize rote memorization 19. It is advisable to use full- length movies in class over short clips from the movies 20. I became more interested in psychology class because it included assessment containing movies. 21. The movie clips based workshops was the highlight of my Introduction to Psychology course 1
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