ENHANCING STUDENT ENGAGEMENT THROUGH INTERACTIVE VIDEO EDITING IN SCIENCE AND VISUAL ARTS
DOI:
https://doi.org/10.35631/IJMOE.829057Keywords:
Artificial Intelligence, Digital Innovation, Interactive Education, Video EditingAbstract
Interactive video editing has emerged as a promising pedagogical strategy for supporting 21st-century learning in secondary education, particularly in contexts where student disengagement and digital inequality remain significant challenges. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and a learner-centred pedagogical perspective, this study examines how interactive video editing was implemented in classroom practice and how it supported student engagement, conceptual understanding, creativity and reflective learning. Using a qualitative multiple-case study design, the research investigated two secondary school contexts: (1) the use of interactive experimental videos in Science education and (2) the use of structured video documentation in Visual Arts within a Science, Technology, Engineering, Arts and Mathematics (STEAM) approach. Data were collected through semi-structured teacher interviews, student focus group discussions, classroom observations, student reflective responses and performance-related artefacts and were analysed using thematic analysis. The findings indicate that interactive video editing supported more active and participatory learning, strengthened conceptual understanding through visualisation and guided explanation and promoted creativity, reflection and student agency across both subject contexts. The study also found that teachers used interactive video as a pedagogically purposeful tool to support formative learning, differentiated instruction and learner autonomy. At the same time, challenges related to digital access, infrastructure, teacher readiness and time demands remained evident, particularly in rural and under-resourced settings. This study contributes to educational technology research by demonstrating how structured interactive video editing can function as a learner-centred pedagogical approach that supports more engaging, inclusive and meaningful learning in secondary education.
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