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Why Use Films in Teaching?
Movies are part of a larger tradition
of storytelling that includes myths,
poetry, and prose in oral, written,
and dramatic forms.
Cognition and learning
Films offer a unique combination
of visual, auditory, narrative, and
symbolic content
• Different media stimulate
different learning processes
• Cognitive frameworks
for explanation?
Abstract
Feature films have been an integral part of
the author's psychology instruction for a
number of years. Over a two-year period, a
mixed-methods study was conducted on
students' reactions to the use of cinematic
films for illustrating and explaining
concepts in Personality Theory. The results
were based on choices students made to
work either with a movie or other media,
their overall comfort with movies, and
perceptions of both the usefulness and the
appeal of feature films as part of their
learning experience. Results have been
encouraging and instructive. Emergent
themes included the role of making
abstract concepts more concrete, inducing
interest through stimulation and
engagement, learning in a social context,
appealing to different learning styles, and
promoting active learning rather than
passive absorption of facts and concepts.
The presentation includes links to some of
the prominent rationales relating to
pedagogy as well as to psychological
constructs. Some of the larger explanatory
frameworks relevant to this study are
psychodynamic, phenomenological, and
cognitive approaches.
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Film Analysis and Psychological
Theories
Premises:
• Feature films can be interpreted
according to different
approaches in psychology
• Theories can be understood
through the analysis of
characters, narratives, and
cinematic techniques
Film Analysis: Classroom
Application in Personality Theory
Structured sequence :
1. Learn material through reading
and lecture
2. Watch a movie
3. Analyze the film using one or
more concepts from the course
4. Integrate small-group
discussions, class discussions,
test questions, and written
assignments.
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Learning with Films:
Research Project
Purpose
• Devise ways to examine
students’ responses to using films
beyond self-report
• Explore specific ways in which
films can be helpful in teaching
concepts
Methodology
Quantitative and qualitative
approaches used to acquire and
analyze responses
Compare:
• Instructional videos
• Biographical articles or chapters
• Feature films
LEARNING EFFECTIVENESS OF FEATURE
FILMS IN PSYCHOLOGY COURSES 4
Measure:
• Students’ perceptions of the
nature and value of media,
including cinematic films, in
learning about theories and
concepts
• Relative rankings of media as
well as of different aspects of
learning from media
Analyze:
1. Student assignments
• Choice of one medium for each
of two papers
• Application of one or more
concepts to a character or part
of story
• Reasons for choice of medium on
each paper
2. End-of-class questionnaire
• Relative rankings and open-
ended comments
Responses from 72 students in four
classes were extracted and coded
Challenge
Stimulation
Engagement
Attractiveness
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Qualitative data from content
analysis of
• Reasons for medium given in the
papers
• Comments on the end-of course
questionnaire
33 categories leading to 8 major
themes were formulated to account
for all relevant comments.
Quantitative data from frequency
counts
• Number of times each medium
was chosen for a paper
• Rankings of media in terms of
usefulness and enjoyability,
• Relative occurrence of each of
eight themes, both overall and
associated with each medium
Enjoy specific
medium
Enjoy
sharing
Enjoy
medium in
general
Convenient
Easy to
process
Allow control
Useful
Familiar
Informative
Clear in content
and presentation
Complex
Relevant to
themes
Help
understand
theory
Broaden
perspectives
Process through
sensory perception
Process
through
imagery
Help
remember
concepts and
facts
Encourage
critical and in-
depth
thinking
Identify
with
character
Link to concrete
examples
Apply to real
situations
Connect
with story
Experience real-
life resonance
Provoke
emotional
response
Arouse through
action and
senses
Evoke
interest and
curiosity
Draw
attention
Engage through
novelty and variety
Make
learning
enjoyable
Create
meaning
Use
creativity
Draw on
resources
Learn
with
others
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Conclusion
Films help students to learn in a number of ways:
1. Connect abstract concepts to concrete or “real-life”
examples
2. Provide challenges to think in different ways; and
3. Encourage active engagement in analysis and discussion
Carefully planned structure and thorough integration of course
materials help motivate students to perceive films as a legitimate
instrument of learning.
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Outcomes
1. Students clearly preferred using
movies to videos or text for
assignments, based on frequency
counts
• Videos came second, and
biographical text (reading) was
far behind (!)
2. Based on the relative frequency
of each theme, pedagogical
benefits most emphasized by
students were:
• Linking theories to real-life
examples
• Engaging in higher-level thinking
and analysis
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3. Students also expressed
positive feelings about:
• Becoming engaged with
characters and stories
• The variety and novelty
provided by films
• The ease of learning with films
• The opportunity for active
discussion
Themes and Categories
Represented As “Leaves” On a Tree Possible “Metathemes”