The Effects of Collaborative Video Production on Situational Interest of Elementary School Students
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The purpose of this study was to determine how Collaborative Video Production (CVP) influences students’ perceived learning, content interest, and school interest. The theoretical framework is based on the Four Phase Interest Model developed by Renninger and Hidi (2016). The sample consisted of 242 students and 13 teachers representing grades 2 through 5. Results of this convergent parallel mixed methods study (Creswell and Plano Clark 2011) suggest CVP had a positive influence on perceived learning, content interest, and school interest for second grade through fifth grade students. The presence of Phase 1: triggered situational interest, and Phase 2: maintained situational interest as described by Renninger and Hidi (2016) were evident in the results. Students and teachers also described CVP as having a positive influence on the learning environment.
KeywordsCollaborative video production Engagement Situational interest
Compliance with Ethical Standards
All procedures performed in this study involving human participants were in accordance with the ethical standards of the Mobile County Public School System Institutional Review Board and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Permission to conduct this study was granted by the principal of the school where the study was conducted. Informed consent was obtained from all study participants including teacher and parental consent and child assent.
Conflict of Interest
Joseph P. Gaston declares that he has no conflict of interest.
Byron Havard declares that he has no conflict of interest.
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