The Lived Experiences of Teachers on the Utilization of Animated Videos in Teaching Elementary Pupils

Abstract

Using animated videos in teaching has gained popularity as an innovative approach to enhance learning in elementary education. This qualitative study used a phenomenological approach to explore the lived experiences of teachers who utilized animated videos as a teaching strategy in teaching elementary pupils. To find recurring themes and patterns, the data was examined through thematic analysis. The study was conducted in Magugpo Pilot Central Elementary School, Tagum City, Davao del Norte, with 14 elementary teachers as participants. For teachers' experiences, five significant themes emerged, such as using cartoons and 3D animations, choosing developmentally appropriate animated videos, considering technical elements of animated videos, contextualizing and localizing animated video content, and using animated videos as an energizer. Moreover, teachers shared their coping strategies, such as enhancing skills through self-learning and training programs, sharing resources with other teachers, having patience, embracing technology despite difficulties, and investing in high-quality resources. Finally, their insights on the importance of utilizing animated videos showed four significant themes: effective teaching delivery, entertainment purposes, encouraging teachers to utilize animated videos, and training and seminar workshops for teachers. This study contributed to understanding the use of animated videos in teaching and provided insights into integrating this tool in elementary education to enhance student learning outcomes. It is recommended in this study that schools must to have adequate strong internet connections within the school's premises for faster downloading and sharing of resources by teachers online.