Stephen J Hall
MOOCs are transforming learning across formal and informal educational settings and are increasingly including educational films as learning content to engage students. While films have the power to engage audiences, they can also be boring, leading students to withdraw from learning. I present a tool designed to capture the emotions that learners self-report when viewing educational films to assist educational filmmakers in producing high-quality films that support learning for their MOOCs. Audience boredom is a curse for filmmakers, whose objective is to engage audiences by using film techniques that activate different emotions. An understanding of the emotions that learners experience, known as academic emotions (Pekrun, Goetz, Titz & Perry, 2002), is paramount to engaging students through viewing educational films. However, few filmmakers know about the field of academic emotions and how they can be leveraged to produce educational films that emotionally support learning.
Producing educational films that are engaging and convey educational messages is difficult. Sometimes emotions activated by film techniques support learning, such as enjoyment. Conversely, the emotions of disgust, disdain and boredom turn off learners. Understanding what emotions are cued by film techniques is now possible through neurocinema, a method of measuring the activation of different emotions in audiences using brain scans. While these techniques are arguably useful for discovering audience engagement, they only report on basic emotions and lack the ability to report on the level of activation of emotions, which is critical to understand the complex relationship between emotions and learning. Emotions are influenced by a number of factors, including age, gender, cultural background and learner interest in a topic. This complexity creates problems for educational filmmakers because they have techniques to activate different emotions in audiences, yet are unsure of how these emotions will ultimately effect a viewer’s learning. Thus, a tool is needed in a brave new world that assist filmmakers in measuring the extent to which their films activate/do not activate emotions that support learning. This is paramount given the rise and popularity of MOOCs globally.
I have designed a new tool to assist filmmakers in measuring the emotions their film techniques activate in viewers. The Wheel of Academic Emotions (WAE) is designed to capture the emotions that learners self-report when viewing educational films or other digital media. I argue this tool can assist filmmakers in producing films that activate academic emotions that are known to support learning. This can assist filmmakers in significantly enhance their films produced for MOOCs, with the goal of supporting learning. The WAE is an Internet-enabled tool that produces a temporal report showing what academic emotions (Pekrun, Frenzel, Goetz, & Perry, 2007) and filmic emotions (Plantinga & Smith, 1999) viewers or students self-report. The WAE can be used on short-film 3-6 minute film clips favoured in MOOCs or longer productions. The design of the WAE is based on a circumplex with dimensions of valence (positive/negative), physiological activation (high/low) and Task/Activity or outcome (pleasant/ unpleasant) (Feldman Barrett & Russell, 1998; Hall & Walsh, under review), Plutchick’s (1980) Emotional Wheel (Plutchik, 1980) and the C2Learn Creativity Wheel (Craft, Chappell and Walsh 2014). The WAE provides filmmakers with a new assessment tool to produce educational films that better support intended learning outcomes by helping them understand what different emotions viewers report based. I argue that by using the WAE in a production workflow prior to the final edit, producers of educational films can critically assess their productions. This may in turn improve educational films used within MOOCs so that they are engaging and support learning.
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