Managing Cognitive Load in Film Studies Education: The Potential of Animation as a Teaching Tool

Abstract

This dissertation explores the integration of animation and the Cognitive Theory of Multimedia Learning (CTML) as an educational resource within film studies pedagogy through the creation of animated videos. The primary aim of this research is to investigate the potential benefits of CTML-guided animated videos in reducing the learner’s cognitive strain, and improving the learner’s ability to immediately recall and retain auteur theory knowledge. A design-oriented and evidence-based approach was employed to create original animated videos informed by CTML, film studies pedagogy, animation theory, and auteur theory. A mixed-methods approach was used to assess the effectiveness of the animated videos compared to a similar, pre-recorded PowerPoint video. By combining quantitative data (test scores, cognitive load measures) and qualitative data (interviews and video viewings), the study was able to gain an understanding of the impact of the animated videos on learners' cognitive load, immediate recall, and delayed retention. The results indicate that CTML-guided animated videos effectively reduce cognitive load, and improve overall retention of auteur theory knowledge, when compared to a pre-recorded PowerPoint video. Furthermore, the research highlights the need for careful consideration when integrating emotional and motivational design principles into CTML-guided animations in order to support the educational content without sacrificing depth or nuance. This study contributes to film studies pedagogy by providing empirical evidence supporting the benefits of CTML-guided animation, offering a practical framework for designing and evaluating educational animated videos, and fostering cross-disciplinary collaboration between film studies and cognitive science. The findings also have the potential to advance the use of animation as a pedagogical tool in film studies, as well as foster creative and innovative teaching methods in the industry.

Date of Award	23 Apr 2025
Original language	English
Awarding Institution	Bangor University
Supervisor	Eben Muse (Supervisor) & Steff Thomas (Supervisor)