The Cognitive Impact of Contextual Video Content on Vocabulary Learning

Abstract

Modern pedagogical methods and technological breakthroughs drive a constant state of change in the educational environment. This study explores how secondary school pupils' vocabulary acquisition is affected cognitively by the inclusion of contextual video footage. Vocabulary acquisition is a vital part of language competency and understanding, and the role of context on learning has been extensively investigated in educational research. The potential advantages of using video content as a contextual learning assistance in a secondary school environment, however, are yet largely untapped. This study clarifies the theoretical underpinnings of vocabulary learning, the importance of contextual learning, and the function of video material in education by drawing on a thorough examination of the literature. Surveys, pre- and post-assessment exams, and qualitative comments are all used to collect data to determine the effects of contextual video material on vocabulary learning, comprehension, and retention. The data analysis yields encouraging results, with the inclusion of contextual video information being credited with an important improvement in students' vocabulary learning and retention. The results are critically examined in the discussion part, which also takes into account how they could affect teaching, student learning, and curriculum creation. The study also discusses potential drawbacks and offers suggestions for teachers, providing details on how video content may really be used to teach vocabulary.