An Observational Narrative of Student Reaction to Video Hooks

Veronica McCauley, Martin McHugh
2021 Education Sciences  
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
more » ... oluntarily 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.
doi:10.3390/educsci11060286 fatcat:scnswaqhq5anthvh4w664wicdy