Research on Visual and Media Literacy 1

Research on Visual and Media Literacy

Jeff Welch

University of West Georgia

Research on Visual and Media Literacy 2

“Learning with media: Harnessing viewpoint and motion to generate fields of potential

action”

The article Harnessing viewpoint and motion to generate fields of potential action, Sarah

Lewis, Robb Lindgren, Shuai Wang, and Roy Pea are conducting experiments on college

students to determine the effects visual media has on learning. The authors explored the

capabilities of visual media and its abilities to offer learners the opportunity to “take on

viewpoints of others – to see ‘through another’s eyes.’” (Lewis, Lindgren, Wang, and Pea, 2018).

The literature cited in this article primarily focused on the impact that visual media had

on providing students with a different viewpoint. The research cited within this article provided

evidence that “observing another’s behavior activates one’s own representations of that

behavior” (Meltzoff & Decety, 2003). The research also strongly supported the experimental

findings that using visual media can alter a person’s viewpoint. Lewis, Lindgren, Wang, and Pea

found “experiencing instructional video recorded from a head camera that captures the looks and

the motions of the expert facilitates higher learning outcomes than does a video presenting a

traditional stationary camera viewpoint” (Lewis, Lindgren, Wang, and Pea, 2018).

In order to conduct the research, 21 college students were assigned to two different

groups to watch a video either filmed from a head-mounted camera or a tripod-mounted camera.

The two groups had to create an instructional diagram that could be used to teach others the

workings of a toaster. Once students created their instructional diagrams they were asked to

respond to 12 written questions in order to explore their conceptual understandings. The authors

used a multivariate analysis of covariance (MANCOVA) as their research model. When

comparing the findings, the authors stated, “we believe that the viewpoint offered by the

headcam was more successful in engaging learners with the expert knowledge conveyed because
Research on Visual and Media Literacy 3

the video afforded an action-oriented positioning toward the event” (Lewis, Lindgren, Wang, and

Pea, 2018). Overall, the students who participated in the group watching the headcam videos

outperformed those in the tripod cam group.

In my opinion, I completely agree with the results of the authors. As I was reading this

study I found myself relating it to YouTube. I would categorize myself as an avid DIYer and

frequently use YouTube to watch similar headcam videos on how to complete projects around

the house. I find that watching videos from the headcam perspective results in a better

understanding of how to complete the project. I also agree with the diagram and the questions

that the authors used. I agree with this because if the learner can illustrate the directions and

answer questions based on the concepts then it would be a good comparative assessment of what

was learned across groups.

After reading this study I learned that I could explore the possibility of using this

headcam technique within my classroom. I teach history and I can see this helping my students

better understand the perspective of another person or a concept that was once used in history.

From the research presented in this study I would be confident that my students would gain a

better understanding of other points of view.

Lewis, S., Lindgren, R., Wang, S., & Pea, R. D. (2018). Learning with media: Harnessing

viewpoint and motion to generate fields of potential action. Journal Of Media

Psychology: Theories, Methods, And Applications, doi:10.1027/1864-1105/a000235

Research on Visual and Media Literacy 4

“The Media Literacy in the 21st Century: The Role of Teacher in Historical Learning”

The article The Media Literacy in the 21st Century: The Role of Teacher in Historical

Learning Rizqa Ayu Ega Winahyu, Leo Agung, and Djono conducted a qualitative study to

determine the roles of history educators in the implementation of media literacy in the classroom.

The study was conducted in a Senior High School in Central Java, Indonesia. History teachers

and 10th-11th grade students were observed within the study.

The literature cited in this article explains the growing importance of media literacy in

our society. The article states, “a person who acquires the media literacy ability, is considered as

someone who is capable of using process skills such as awareness, analysis, reflection, and

action to understand the meaning” (Rizqa Ayu Ega, W., Leo Agung, S., & Djono, D, 2018). The

authors specifically look at how media is changing how history in schools can be taught. The

author describes history as a subject that “relates to everyday life of humans” (Rizqa Ayu Ega,

W., Leo Agung, S., & Djono, D, 2018). Christiany Juditha’s research strongly relates the

purpose of the authors research is that the teacher has a vital role in media literacy. Juditha states,

“the [students] require the supports from the adults or teachers in the learning history process”

(Juditha, Christiany, 2013). Overall, the literature presented in the article strongly represents the

findings of the authors. These particular findings showcase a vital role for teachers in

implementing media literacy in the history classroom.

In order to conduct the research, the authors observed, interviewed, and documented 10th

and 11th grade history classrooms at a Senior High School in Indonesia. Data was collected

through the observations and interviews with teachers and students. It was found during the

observations and interviews with teachers that media literacy is used for student and teacher

learning. The interviews also showed that many teachers are no longer using government issued
Research on Visual and Media Literacy 5

textbooks, but instead implementing sources of media as instructional material. Throughout the

observations, media literacy was described as when “teachers and students are required to utilize

learning by using media such as internet, television, radio, and newspapers.” Overall, the authors

found that in history classrooms the role of the teacher is “very important to teach, explain, and

direct the students to select the appropriate information and opinions” (Rizqa Ayu Ega, W., Leo

Agung, S., & Djono, D, 2018. P. 366).

In my opinion, I agree with the authors and their findings. In this increasingly digital

world we need to implement media literacy in our history classrooms. The role of teacher is vital

for students to better understand the subject, but also better understand the images that are being

presented to them constantly in this digital age. I believe the research should have been

conducted differently. I would have conducted more observations and held more interviews with

students, as well as looked at two different groups to compare data. Overall, I believe the authors

were able to determine the vital role of a teacher in implementing media literacy in a history

classroom.

I have learned three important pieces of information after reviewing this article. The first

piece of information I’ve learned is the importance of teaching media literacy within the subject

of history. The second piece of information is the vital role the teacher plays in implementing

those strategies to better help students understand the subject. The final piece is the role of the

teacher. This fundamental role extends far beyond the classroom in the sense that it is our

[educators] responsibility to help and encourage students to decipher the media.

Rizqa Ayu Ega, W., Leo Agung, S., & Djono, D. (2018). The Media Literacy in the 21st

Century: The Role of Teacher in Historical Learning. International Journal Of

Research on Visual and Media Literacy 6

Multicultural And Multireligious Understanding, Vol 5, Iss 4, Pp 363-369 (2018), (4),

363. doi:10.18415/ijmmu.v5i4.324

Juditha, Christiany. (2013). Literasi Media Pada Anak Di Daerah Perbatasan Indonesia dan

Timor Lerste: Yogyakarta. Jurnal: IPTEK-KOM.

“Exploring Effects of Media Type and Delivery Technology on Facilitating Critical

Thinking Among College Students”

The article Exploring Effects of Media Type and Delivery Technology on Facilitating

Critical Thinking Among College Students by Iris Reychav, Merrill Warkentin, and Roger

McHaney examined the impact that new media is having on student learning. The authors

specifically looked at the effects of tablets and the usage of visual media to determine the

outcomes on student learning and class participation.

The literature cited within this article examines students and the usage of tablets in order

to increase students critical thinking and the effects the classroom framework has on learning.

The article cites several different studies that examine a similar topic. Several pieces of literature

support the findings of the authors and provides evidence that tablets do increase students critical

thinking in a student-centered framework. The article states, “Surveys conducted at one

university reveal that students report an increase in attention to tablet-based content (Brophy &

Walker, 2005) and an enhanced level of confidence related to applying concepts learned when

using sharing capabilities associated with the technology” (Cunningham, Sexton, & Williams,

2009). Overall, the literature presented within this study strongly suggests the authors point that

using tablets can lead to an increase in students critical thinking and class participation.
Research on Visual and Media Literacy 7

In order to conduct the research, 46 seniors from a major university in Israel participated

in this study. Students were enrolled in a course focused on “decision-oriented aspects of

industry” (Reychav, I., Warkentin, M., & McHaney, R, 2015). Once enrolled in the course

students were broken into small groups (3-4 people) and asked to select one case as their focus

from a prepared list. Towards the end of the course, students were asked to submit all

information collected into a database. Students had to choose two cases to enter in the database,

one accessed from a PC and the other from a tablet. The authors used a three-way repeated-

measures analysis of variance to examine the differences in the types of media, critical thinking

strategies, and the learning strategies used within the research. When reviewing the results, the

author states, “the use of tablets appears to have empowered students, motivating them to employ

more of all types of learning strategies” (Reychav, I., Warkentin, M., & McHaney, R, 2015).

Ultimately, students who did their work using tablets were able to better participate in class

discussions and better implement learning strategies needed for student learning to occur.

In my opinion, I mostly agree with the authors. Although tablets are a great source of

empowerment, it is not the only path to a successful education. In my classroom I use

Chromebooks on a daily basis. Prior to the implementation of the Chromebooks, my students had

very limited technology available to us in the classroom. After Chromebooks were introduced I

immediately began to see my students utilizing different learning strategies. Similar to the

authors findings, the Chromebooks helped empower my students and aided them in gaining the

motivation and confidence needed to participate in class discussions. Overall, I believe

technology of all sorts can empower students. With regard to the research, I would have

conducted it differently. Instead of using a quantitative method I would have focused more on a
Research on Visual and Media Literacy 8

qualitative method. I would have focused observations and interviews among students and

teachers to determine the differences in uses of emerging technology.

I have learned several different things after reading this article. First, I realized the

importance of making available multiple types of technology to students. Multiple technologies

would allow for students to pick which one best first their learning styles and the one that they

would be most confident with using. Secondly, I learned that allowing students to choose their

topics for an assignment to develop a sense of relevance which would encourage the students to

do their best work. Lastly, I learned that tablets offer a sense of mobility that allow both the

teacher and student to move more freely around the classroom which encourages interactions

with students while using technology.

Reychav, I., Warkentin, M., & McHaney, R. (2015). Exploring Effects of Media Type and

Delivery Technology on Facilitating Critical Thinking Among College Students. Journal

Of Educational Technology Systems, 44(1), 22-35.

Reflection

This assignment was more difficult than expected. I had a difficult time determining

exactly what to write in regard to the literature review. After working through my challenges for

this assignment I found it to be eye-opening and interesting. I enjoyed researching and learning

from different studies surrounding the topic of Digital Media for Learning. I have learned many

things from reading these studies and hope to be able to take this research and use it to

implement new ideas/technologies in my own classroom.