Developing Empathy in the Digital Age: Filmmaking Projects in the Japanese Context
Saved in:
| Title: | Developing Empathy in the Digital Age: Filmmaking Projects in the Japanese Context |
|---|---|
| Language: | English |
| Authors: | Christopher, Adam |
| Source: | Journal of Interactive Learning Research. Aug 2021 32(3):227-244. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Video Technology, Film Production, Computer Mediated Communication, Student Attitudes, Information Technology, English (Second Language), Second Language Instruction, College Freshmen, Creativity |
| Geographic Terms: | Japan |
| ISSN: | 1093-023X |
| Abstract: | As we become more dependent on digital gadgets, we are becoming more vulnerable online. Therefore, it is important to teach students digital empathy. The purpose of this study is to see if multimodal learning experiences such as video production can help students deepen their digital empathy through writing dialogues based on the discussion prompts given to Japanese university students over a 14-week semester. The project focused on the art of filmmaking and develops unique ideas (screenplay, screenplay music, etc.) to be creative both individually and in groups. Survey results showed that the video production process helps students understand the need for greater empathy online. They believed that the video project provided them with many unique learning opportunities to explore an empathetical perspective to their online habits. As students grow with digital tools and actively participate in the digital domain, these findings suggest that teaching students about important social concerns should begin with digital empathy. This data also supports the effectiveness of the integration of video production projects within the EFL class. The paper concludes with a discussion on future educational implications. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.learntechlib.org/primary/p/220338/ |
| Accession Number: | EJ1341571 |
| Database: | ERIC |
| Abstract: | As we become more dependent on digital gadgets, we are becoming more vulnerable online. Therefore, it is important to teach students digital empathy. The purpose of this study is to see if multimodal learning experiences such as video production can help students deepen their digital empathy through writing dialogues based on the discussion prompts given to Japanese university students over a 14-week semester. The project focused on the art of filmmaking and develops unique ideas (screenplay, screenplay music, etc.) to be creative both individually and in groups. Survey results showed that the video production process helps students understand the need for greater empathy online. They believed that the video project provided them with many unique learning opportunities to explore an empathetical perspective to their online habits. As students grow with digital tools and actively participate in the digital domain, these findings suggest that teaching students about important social concerns should begin with digital empathy. This data also supports the effectiveness of the integration of video production projects within the EFL class. The paper concludes with a discussion on future educational implications. |
|---|---|
| ISSN: | 1093-023X |
