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Abstract
Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film's potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film's interest raising mechanisms or FIRM model). In addition, we present an analysis method for assessing the interestingness of films in learning contexts. Our model marries interest theories from cognitive film theory and educational psychology and captures the dynamics of interestingness across a film as depending on a balance between challenge posed and coping potential provided.
Contributor Notes
Winnifred Wijnker is a Postdoctoral researcher at the Science Communication & Society group of Leiden University, the Netherlands. She has a special interest in visual science communication, interest development, and research with an interdisciplinary approach. Winnifred was educated in Film studies and Film philosophy. In 2021, she completed her PhD at Utrecht University, titled “The Unseen Potential of Film for Learning: Film's Interest Raising Mechanisms Explained in Secondary Science and Mathematics Education,” of which this Projections article is a key component. E-mail: W.Wijnker@biology.leidenuniv.nl
Ed S. Tan is a Professor of Film, Media and Communication at the University of Copenhagen in Denmark and an honorary fellow of the Amsterdam School of Communication Research. He taught at media, art, and communication departments in the Netherlands. His research currently focuses on cognitive film theory and the study of emotion in film viewing and the use of narrative in mediated communication. E-mail: E.S.H.Tan@uva.nl
Arthur Bakker is an Associate professor at the Freudenthal Institute of Utrecht University, the Netherlands. His research focuses on STEM education, technology-enhanced learning, attitudes, interest, boundary crossing, scaffolding, embodied design, and design research. E-mail: A.Bakker4@uu.nl
Tamara A. J. M. van Gog is a Professor of Educational Sciences at the Department of Education of Utrecht University, the Netherlands. Her research focuses on instructional design for example-based learning and multimedia learning, including teaching and learning with video and animation. E-mail: T.vanGog@uu.nl
Paul H. M. Drijvers is a Professor in Mathematics Education at the Freudenthal Institute of Utrecht University, the Netherlands. His research focuses on mathematics education, technology-enhanced learning, mathematical thinking, algebra education, and teacher education. E-mail: P.Drijvers@uu.nl