Self-regulated learning and video annotation in a high school acting classroom
University of South Carolina
How they used Delve
Researchers at the University of South Carolina used Delve to run Saldana's two-cycle coding on interviews with high school acting students — initial and descriptive coding across roughly 230 coded units, then two rounds of pattern coding into categories and three overarching themes — in a study of what students learn from a self-regulated learning video annotation tool.
“For this study, the unit of coding was chunks of meaningful words in a sentence (Saldana, 2015). Coding was conducted in two cycles using Delve (https://delvetool.com/).”
- Field
- Self-regulated learning / video annotation in secondary arts education
- Data
- Ten students in a hybrid high school acting class (five sophomores, four juniors, one senior), with five selected by maximum variation for interviews and seven completing both pre- and post-assessments
- Approach
- Saldana's two-cycle coding within an inductive analysis. First cycle: initial coding producing 155 summative codes across 231 coded units, then descriptive coding producing 92 codes across 236 units, reviewed and iterated three times. Second cycle: two rounds of pattern coding, first surfacing seven patterns, then organising patterns into categories and themes by researcher consensus. The unit of coding was chunks of meaningful words in a sentence. Member checking was done face to face with each interviewed participant; a Wilcoxon Rank-Sum test handled the quantitative arm
- Data types
- Interviews, Other
Abstract
Abstract This research sought to answer the question about what students learnt from a self-regulated learning (SRL) video annotation tool in a hybrid secondary acting classroom. SRL is an important skill for students to self-direct their own learning processes. For the intervention, students engaged in a series of SRL activities through the video annotation tool, VideoAnt, for six weeks during the distance learning period. A convergent parallel mixed methods design was conducted. Quantitative data was collected using the International Thespian Society – Acting Rubric to assess students’ acting skills. Qualitative data was collected via semi-structured individual interviews. Quantitative findings demonstrated students gained proficiency in acting skills after using the video annotation tool in the acting classroom. Interview data about participants’ perceptions of the intervention were analyzed to triangulate quantitative findings. Implications of these findings for theatre/art educators and academics investing in SRL are discussed.
Citation
Jessica Perry Ellison, Hengtao Tang (2025). Self-regulated learning and video annotation in a high school acting classroom. Instructional Science. https://doi.org/10.1007/s11251-024-09699-z