Watch and Learn: The Effects of Using Historical Fiction Videos in a High School Classroom
Major
History
Second Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
In the high school history classroom, there are a wide variety of mediums and methods to connect students to the content they are learning. At times, it can be hard to find the right sources to engage students with events and topics that have happened long before they were even born. It is common to rely solely on credible primary and secondary sources in order to convey the facts of history, but if the students are not engaged with these sources it can lead to a lack of critical thinking skills and historical empathy. The purpose of this research study is to analyze how implementing videos of historical fiction into lesson plans affect student’s behavioral, cognitive and emotional engagement (Fredericks, Blumenfeld, & Paris, 2004). In the study, Kress’s (2003) multimodal framework was utilized which focuses on implementing diverse modes of communication into the classroom. Every video that was watched was actively dissected by the students from the color grading that was used to the sound effects in pertinent shots which was aimed at increasing media literacy skills and in turn engagement. By taking an in-depth look at student verbal and physical responses during and after viewing clips of historical fiction along with discussion questions that followed, a strong suggestion between watching historical fiction and a positive trend in engagement can be found. Historical fiction enhances students’ perception of history and gives them opportunities to connect history to what they are experiencing in their own lives.
Watch and Learn: The Effects of Using Historical Fiction Videos in a High School Classroom
CNS Atrium
In the high school history classroom, there are a wide variety of mediums and methods to connect students to the content they are learning. At times, it can be hard to find the right sources to engage students with events and topics that have happened long before they were even born. It is common to rely solely on credible primary and secondary sources in order to convey the facts of history, but if the students are not engaged with these sources it can lead to a lack of critical thinking skills and historical empathy. The purpose of this research study is to analyze how implementing videos of historical fiction into lesson plans affect student’s behavioral, cognitive and emotional engagement (Fredericks, Blumenfeld, & Paris, 2004). In the study, Kress’s (2003) multimodal framework was utilized which focuses on implementing diverse modes of communication into the classroom. Every video that was watched was actively dissected by the students from the color grading that was used to the sound effects in pertinent shots which was aimed at increasing media literacy skills and in turn engagement. By taking an in-depth look at student verbal and physical responses during and after viewing clips of historical fiction along with discussion questions that followed, a strong suggestion between watching historical fiction and a positive trend in engagement can be found. Historical fiction enhances students’ perception of history and gives them opportunities to connect history to what they are experiencing in their own lives.