Abstract—This study explores the effectiveness, learning benefits, and positive and negative experiences of using student-generated videos as an approach to project-based learning in a biology class. Ninety-two Grade 11 students were chosen through matched pairing of characteristics and had participated in this mixed-method research. Students in the experimental group made video projects using the Green Screen by Do Ink application. The effectiveness of the intervention was determined through posttest assessments of the experimental and comparison groups. A postexposure self-report survey was also administered to understand the learning benefits and experiences of the students who made the video projects. The results of this initial study show that the student-generated video project has statistical and practical effects in the study of animal physiology lessons. Its utilization significantly improved the students’ test scores. Likewise, they appreciate the cognitive, technical, and life skill contributions of using it, although there are minimal demotivating experiences. This study contributes to the literature in student-generated video and project-based blended learning.
Index Terms—Academic performance, chroma key technology, project-based learning, student-made videos.
Donnalyn Blacer-Bacolod is with the Palawan State University, Philippines (e-mail: email@example.com).
Cite: Donnalyn Blacer-Bacolod, "Student-Generated Videos Using Green Screen Technology in a Biology Class," International Journal of Information and Education Technology vol. 12, no. 4, pp. 339-345, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).