000			03219nam a22002897a 4500
003			OSt
005			20250728085811.0
008			250728b |||||||| |||| 00| 0 eng d
040			_aTUPM _bEnglish _cTUPM _dTUPM _erda
100			_aAlburan, Josh V. _eauthor
245			_aDesign-based research on animated video as bimodal tool for enhancing storyboarding visualization skill in animation courses/ _cJosh V. Alburan, Justine Shane C. Nicolas, and John Kenley T. Serrano.--
260			_aManila: _bTechnological University of the Philippines, _c2025.
300			_axiii, 101pages: _c29cm.
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aBachelor's thesis
502			_aCollege Of Industrial Education.-- _bBachelor of technical-vocational teacher education major in animation: _cTechnological University of the Philippines, _d2025.
504			_aIncludes bibliographic references and index.
520			_aTraditional teaching tools often fail to engage students and accommodate their diverse learning preferences, and a lack of visualization skills has remained a problem in recent years. This design-based research study aimed to design, develop, and evaluate Animated Video as a Bimodal Tool to enhance storyboarding visualization skills in 2D Animation. The study selected second to fourth-year animation students from 78 populations. A purposive sampling method was used, with sample size varying across the four phases of the study. Data collection instruments included semi-structured interviews and surveys. The study used a Design-Based Research approach embedded with Mixed Method design including four phases: (1) Problem Identification and Exploration: gathering challenges experienced by Animation students in using visualization skills in storyboarding. Students face struggles in clarifying and conceptualizing ideas, thumbnailing, and character and scene composition in storyboarding, affecting their progress in creating storyboards; (2) Design and Development: design and development of Animated Videos, aimed to address challenges experienced by animation students; (3) Iterative Testing & Refinement and Evaluation: the iterative testing and refinement are based on the animation teachers' and experts' feedback, which showed that it needed refinement in terms of visual, audio, and content. Findings revealed that the level of acceptability of the animated video is highly acceptable in enhancing the storyboarding visualization skill of the animation students; (4) Synthesis of Design Principles: The synthesized design principles introduced Alignment With Multimedia Learning Theory, Multimodal Engagement, Experiential Learning, Authentic Context, and Progressive Complexity. The study concluded that the Animated Video as a Bimodal Tool enhances the storyboarding visualization skills of the animation students. The researchers further recommended a larger population to widen their perspective.
650			_aAnimated video
650			_aBimodal learning
650			_aVisualization skill
700			_aNicolas, Justine Shane C. _eauthor
700			_aSerrano, John Kenley T. _eauthor
942			_2lcc _cBTH CIE _n0
999			_c30510 _d30510