Is Visual Thinking Useful for Teaching International Relations? Evidence from an Implementation through Movies and Documentaries in an Undergraduate Class

Abstract

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The study investigates the implementation of Visual Thinking (VT) using movies and documentaries in an undergraduate International Relations (IR) course. Through a mixed-method approach, it explores how visual materials impact students' academic performance, critical thinking, self-efficacy, and engagement. The findings suggest that movies and documentaries enhance students' personal knowledge, critical thinking, and motivation, but do not necessarily improve academic performance (grades). Students prefer a balanced combination of visual materials and traditional teaching methods for optimal learning outcomes.