An Observational Narrative of Student Reaction to Video Hooks

Digital video has become a dominant form of student learning in and beyond the classroom, thus its pervasive nature contemporary environments commands scholarly inquiry. In this paper we explore participatory design-based research approach to integration hook technology post-primary science classroom (students aged 12–15). Video hooks were designed with intention engaging students augmenting their interest science. Teachers across ten schools voluntarily agreed implement hooks, (N = 128) engage qualitative, observational methodology ascertain effect. Triangulated data was collected through teacher interviews 10), structured lesson observation researcher journal documentation. Results reveal that reaction instant impactful evidence both triggered maintained interest.