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An observational narrative of student reaction to video hooks

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dc.contributor.author McCauley, Veronica
dc.contributor.author McHugh, Martin
dc.date.accessioned 2021-07-01T08:29:06Z
dc.date.available 2021-07-01T08:29:06Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/10344/10294
dc.description peer-reviewed en_US
dc.description.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. en_US
dc.language.iso eng en_US
dc.publisher MDPI en_US
dc.relation.ispartofseries Education Sciences;11, 286
dc.subject video hooks en_US
dc.subject engagement en_US
dc.title An observational narrative of student reaction to video hooks en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.3390/educsci11060286
dc.contributor.sponsor NUI Galway Hardiman Scholarship en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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