A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

Jing Tao^1*  , Aidah Abdul Karim² & Mohd Khalid Mohamad Nasir^3
1PhD Candidate, Faculty of Education, Universiti Kebangssan Malaysia. 
²Senior Lecturer, Faculty of Education, Universiti Kebangssan Malaysia.
³Senior Lecturer, Faculty of Education, Universiti Kebangssan Malaysia. 

^{Rupkatha Journal, Vol. 16, Issue 1, 2024. https://doi.org/10.21659/rupkatha.v16n1.08g
[Article History: Received: 05 January 2024. Revised: 28 March 2024. Accepted: 29 March 2024. Published: 30 March 2024]
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Abstract

In the context of higher education in China, this mixed-methods study with an intervention design explores the impact of Movie-Based Learning (MBL) on university students’ cultural identity (CI) within a movie education course. Quantitative findings indicated that MBL significantly enhanced CI, particularly in cognitive and emotional dimensions, while behavioral identity did not exhibit improvement. Notably, the effect of MBL on CI surpassed that of regular instruction in the control group, which improved general CI but not cognitive, emotional, or behavioral identity. Qualitative findings illuminated learners’ acceptance of MBL, revealing emotional resonance and connection with culturally rich and diverse movies. Despite positive perceptions, participants expressed uncertainty about translating cultural knowledge and awareness gained in the classroom to real-world actions and behavior. This research contributes to the understanding of the nuanced impact of MBL on CI development, which highlights the effectiveness of MBL but also underscores the need to address the transferability of cultural knowledge to behavioral actions. Implications include the importance of refining instructional strategies to bridge this gap and enhance the practical applicability of cultural learning beyond the classroom.

Keywords: movie-based learning, cultural identity, higher education, China, movie education

Sustainable Development Goals: Quality Education

Citation: Tao, Z. Karim, A. A.  & Nasir, M.K.M. (2024). A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity. Rupkatha Journal 16:1. https://doi.org/10.21659/rupkatha.v16n1.08g