Cinema insights: The power of movies for adult learners

Fakhuriy Fieddienil Khalish, Yuliana Hanami

Abstract


Background: Modern adults frequently integrate movie watching into their daily routines. While traditionally regarded as entertainment, movies have also been recognized as valuable learning and personal growth tools. While previous research has demonstrated the effectiveness of movies as educational tools in academic settings, there is a notable scarcity of studies focusing on their application among adults in Indonesia. Purpose: This study aimed to discover the utilization of movies as a learning tool for adults. We explored all types of lessons adults learn after they watch movies and examined how movies reflect their problems. Methods: A qualitative descriptive approach was employed, involving seven participants selected through snowball sampling. Data collection was conducted using an online questionnaire with open-ended questions. Thematic analysis was applied to analyze the data. Results: Three prominent themes emerged from the data processing: (1) learning about various relationships, (2) the movie as a mirror of reality, and (3) key elements of a memorable movie for adults. The emerging themes aid us in gaining a deeper understanding of how adults perceive and derive meaning from the movies they watch. Conclusion: The findings indicated that movies offer adults meaningful insights. Moreover, watching movies contributed to their understanding of intrapersonal and interpersonal relationships. Additionally, movies serve as a stimulus for self-reflection. Therefore, these findings have implications for instructional designers who leverage movies as inspirational and educational tools. Implications: This study highlights that movies are more than just entertainment—they can inspire adults, specifically those aged 18-40. The insights gained from this research can be applied to adult learning experiences, particularly those incorporating movies as valuable educational tools.

Keywords


Adults; cinema insights; edutainment; learning; movies

Full Text:

PDF

References


Ahmadzadeh, A., Nasr Esfahani, M., Ahmadzad-Asl, M., Shalbafan, M., & Shariat, S. V. (2019). Does watching a movie improve empathy? A cluster randomized controlled trial. Canadian Medical Education Journal, 10(4), e4–e12. https://doi.org/10.36834/cmej.56979

Ahmed, M. M., Rahman, A., Hossain, M. K., & Tambi, F. B. (2022). Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement. Asian Association of Open Universities Journal, 17(3), 289–304. https://doi.org/10.1108/AAOUJ-05-2022-0064

Anggarini, D. J., Ramli, M., & Rahman, D. H. (2023). The effectiveness of guidance groups using educational cinema techniques to increase students’ altruistic attitudes. Journal of Research in Instructional, 3(2), 219–230. https://doi.org/10.30862/jri.v3i2.274

Arab-anani, S., Hassanzadeh, M., & Haddad Narafshan, M. (2021). Edutainment in English language classroom: Learners’ listening comprehension and self-concept. Journal of Studies in Learning and Teaching English, 10(2), 25–47. https://iranjournals.nlai.ir/handle/123456789/882853

Ayton, D. (2023). Qualitative descriptive research. Qualitative research – A practical guide for health and social care researchers and practitioners. Monash University.

Bandura, A. (1963). Social learning and personality development. Holt, Rinehart, and Winston.

Bartsch, A., & Oliver, M. B. (2016). Appreciation of meaningful entertainment experiences and eudaimonic well-being (1st ed.). Routledge.

Bestari, N. P. (2022). Cek juara streaming RI: Netflix, Viu, atau Disney? CNBC Indonesia. https://www.cnbcindonesia.com/tech/20221006123140-37-377694/cek-juara-streaming-ri-netflix-viu-atau-disney

Bian, J., & Xiang, Z. (2023). Do the various leisure forms have equal effects on mental health? A longitudinal analysis of self-selected leisure activities. Frontiers in Public Health, 11, 1–11. https://doi.org/10.3389/fpubh.2023.1134854

Bjelland, I. E., Johansen, A., Darnell, F., & Brendryen, H. (2017). Using a film intervention in early addiction treatment: A qualitative analysis of process. International Journal of Behavioral Medicine, 24(5), 740–748. https://doi.org/10.1007/s12529-017-9654-3

Blasco, P. G., Moreto, G., Blasco, M. G., Levites, M. R., & Janaudis, M. A. (2015). Education through movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 11(1). https://doi.org/10.21977/D911122357

Blasco, P. G., Moreto, G., & Pessini, L. (2018). Using movie clips to promote reflective practice: A creative approach for teaching ethics. Asian Bioethics Review, 10(1), 75–85. https://doi.org/10.1007/s41649-018-0046-z

Boydell, K. M., & Croguennec, J. (2022). A creative approach to knowledge translation: The use of short animated film to share stories of refugees and mental health. International Journal of Environmental Research and Public Health, 19(18), 11468. https://doi.org/10.3390/ijerph191811468

Braniecka, A., Hanć, M., Wołkowicz, I., Chrzczonowicz‐Stępień, A., Mikołajonek, A., & Lipiec, M. (2019). Is it worth turning a trigger into a joke? Humor as an emotion regulation strategy in remitted depression. Brain and Behavior, 9(2). https://doi.org/10.1002/brb3.1213

Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360

Carden, J., Jones, R. J., & Passmore, J. (2022). Defining self-awareness in the context of adult development: A systematic literature review. Journal of Management Education, 46(1), 140–177. https://doi.org/10.1177/1052562921990065

Carrara, B. S., Fernandes, R. H. H., Bobbili, S. J., & Ventura, C. A. A. (2021). Health care providers and people with mental illness: An integrative review on anti-stigma interventions. International Journal of Social Psychiatry, 67(7), 840–853. https://doi.org/10.1177/0020764020985891

Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6–14. https://doi.org/10.1002/pfi.21963

Corona, F., Cozzarelli, C., Palumbo, C., & Sibilio, M. (2013). Information technology and edutainment: Education and entertainment in the age of interactivity. International Journal of Digital Literacy and Digital Competence, 4(1), 12–18. https://doi.org/10.4018/jdldc.2013010102

Corona, F., Perrotta, F., Polcini, E. T., & Cozzarelli, C. (2011). The new frontiers of edutainment: The development of an educational and socio cultural phenomenon over time of globalization. Journal of Social Sciences, 7(3), 408–411. https://doi.org/10.3844/jssp.2011.408.411

Cruz, M., Oliveira, A., & Esmerado, J. (2017). Animation and adults: Between the virtual and social reality. 2017 12th Iberian Conference on Information Systems and Technologies (CISTI), 1–6. https://doi.org/10.23919/CISTI.2017.7975836

De Souza, D., & Adams, G. C. (2023). Practical pedagogical tips for using movies in medical education. Academic Psychiatry, 47(1), 90–94. https://doi.org/10.1007/s40596-022-01740-y

Fernández-Aguilar, L., Navarro-Bravo, B., Ricarte, J., Ros, L., & Latorre, J. M. (2019). How effective are films in inducing positive and negative emotional states? A meta-analysis. PLOS ONE, 14(11), e0225040. https://doi.org/10.1371/journal.pone.0225040

Flayelle, M., Maurage, P., Vögele, C., Karila, L., & Billieux, J. (2019). Time for a plot twist: Beyond confirmatory approaches to binge-watching research. Psychology of Popular Media Culture, 8(3), 308–318. https://doi.org/10.1037/ppm0000187

Gary, R. V. (2015). APA dictionary of psychology. Choice Reviews Online, 53(02). https://doi.org/10.5860/CHOICE.191867

Greenwood, D., & Long, C. R. (2015). When movies matter. Journal of Adolescent Research, 30(5), 625–650. https://doi.org/10.1177/0743558414561296

Grodal, T. (2017). How film genres are a product of biology, evolution and culture—an embodied approach. Palgrave Communications, 3(1), 17079. https://doi.org/10.1057/palcomms.2017.79

IMDb. (2024). IMDb: Ratings, reviews, and where to watch the best movies & TV shows. IMDb. https://www.imdb.com/

JakPat. (2023). Most popular movies and series streamed online among Generation Z in Indonesia in 2022. https://www-statista-com.unpad.idm.oclc.org/statistics/1364338/indonesia-movies-and-series-streamed-online-among-gen-z-by-origin/

Johnson, B. C. (2015). Introduction: Movies as edutainment. In Reel diversity: A teacher’s sourcebook. Peter Lang AG.

Khalifian, C. E., Murphy, C. M., Barry, R. A., & Herman, B. (2019). Skills for healthy adult relationships at the University of Maryland, Baltimore County: Program development and preliminary data. Journal of Interpersonal Violence, 34(12), 2551–2572. https://doi.org/10.1177/0886260516662303

Kim, D. D. E. (2020). The search for pleasure and meaning on TV, captured in-app: Eudaimonia and hedonism effects on TV consumption as self-reported via mobile app. Journal of Broadcasting & Electronic Media, 64(5), 693–713. https://doi.org/10.1080/08838151.2020.1849702

Kubrak, T. (2020). Impact of films: Changes in young people’s attitudes after watching a movie. Behavioral Sciences, 10(5), 86. https://doi.org/10.3390/bs10050086

London, M., Sessa, V. I., & Shelley, L. A. (2023). Annual review of organizational psychology and organizational behavior developing self-awareness: Learning processes for self and interpersonal growth. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 261–288. https://doi.org/10.1146/annurev-orgpsych-120920-044531

Main, A., Walle, E. A., Kho, C., & Halpern, J. (2017). The interpersonal functions of empathy: A relational perspective. Emotion Review, 9(4), 358–366. https://doi.org/10.1177/1754073916669440

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954

Morais, E. M., Moreira, P. R., & Winkelmann, E. R. (2020). Movie watching during dialysis sessions reduces depression and anxiety and improves quality of life: A randomized clinical trial. Complementary Therapies in Medicine, 52, 102488. https://doi.org/10.1016/j.ctim.2020.102488

Niemiec, R. M. (2020). Character strengths cinematherapy: Using movies to inspire change, meaning, and cinematic elevation. Journal of Clinical Psychology, 76(8), 1447–1462. https://doi.org/10.1002/jclp.22997

Nugrahani, F. (2017). The development of film-based literary materials which support character education. Cakrawala Pendidikan, 36(3), 472–486. https://doi.org/https://doi.org/10.21831/cp.v36i3.14219

Oebaidillah, S. (2023). Penonton film Indonesia di bioskop pada 2022 mencapai 54 juta orang. Media Indonesia. https://mediaindonesia.com/humaniora/548410/penonton-film-indonesia-di-bioskop-pada-2022-mencapai-54-juta-orang#:~:text=Penonton Film Indonesia di Bioskop pada 2022 Mencapai 54 Juta Orang,-Syarief Oebaidillah&text=PERKEMBANGAN film Indonesia di Tanah,bios

Öztürk, F. Ö. (2017). The impact of science-fiction movies on the self-efficacy perceptions of their science literacy of science teacher candidates. Educational Sciences: Theory & Practice, 17(5), 1573–1603. https://doi.org/10.12738/estp.2017.5.0058

Pappas, M. A., Demertzi, E., Papagerasimou, Y., Koukianakis, L., Voukelatos, N., & Drigas, A. (2019). Cognitive-based e-learning design for older adults. Social Sciences, 8(1), 6. https://doi.org/10.3390/socsci8010006

Paxton, R. J., & Marcus, A. S. (2018). Film media in history teaching and learning. In The Wiley International Handbook of History Teaching and Learning (pp. 579–601). Wiley. https://doi.org/10.1002/9781119100812.ch22

Permana, R. S. M., Abdullah, A., & Mahameruaji, J. N. (2019). Budaya menonton televisi di Indonesia: Dari terrestrial hingga digital. ProTVF, 3(1), 53–67. https://doi.org/10.24198/ptvf.v3i1.21220

Recupero, P. R., Rumschlag, J. S., & Rainey, S. E. (2022). The mental status exam at the movies: The use of film in a behavioral medicine course for physician assistants. Academic Psychiatry, 46(3), 325–330. https://doi.org/10.1007/s40596-021-01463-6

Reeve, J. (2018). Understanding motivation and emotion (7th ed.). John Wiley & Sons.

Richardson, D. C., Griffin, N. K., Zaki, L., Stephenson, A., Yan, J., Curry, T., Noble, R., Hogan, J., Skipper, J. I., & Devlin, J. T. (2020). Engagement in video and audio narratives: Contrasting self-report and physiological measures. Scientific Reports, 10(1), 11298. https://doi.org/10.1038/s41598-020-68253-2

Ryff, C. D. (2013). Eudaimonic well-being and health: Mapping consequences of self-realization. In The best within us: Positive psychology perspectives on eudaimonia. (pp. 77–98). American Psychological Association. https://doi.org/10.1037/14092-005

Sacilotto, E., Salvato, G., Villa, F., Salvi, F., & Bottini, G. (2022). Through the looking glass: A scoping review of cinema and video therapy. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.732246

Sari, A., & Sugandi, B. (2015). Teaching English through English movie: Advantages and disadvantages. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2(2), 10–15. https://doi.org/10.36706/JELE.V2I2.2303

Sarıtaş, S., Genç, H., Okutan, Ş., İnci, R., Özdemir, A., & Kizilkaya, G. (2019). The effect of comedy films on postoperative pain and anxiety in surgical oncology patients. Complementary Medicine Research, 26(4), 231–239. https://doi.org/10.1159/000497234

Shankar, Pr. (2019). Cinemeducation: Facilitating educational sessions for medical students using the power of movies. Archives of Medicine and Health Sciences, 7(1), 96–103. https://doi.org/10.4103/amhs.amhs_30_19

Simione, L., & Gnagnarella, C. (2023). Humor coping reduces the positive relationship between avoidance coping strategies and perceived stress: A moderation analysis. Behavioral Sciences, 13(2), 179. https://doi.org/10.3390/bs13020179

Sulistiobudi, R. A., Kumaraningtyas, M., Artanti, N. C., & Rahman, A. A. (2021). The effect of entertaining movie scenes on positive emotion in distressed students during pandemic Covid-19. Open Journal of Science and Technology, 4(4), 178–183. https://doi.org/10.31580/ojst.v4i4.2083

Susanto, T., Yunanto, R., & Nur, K. R. M. (2021). Cinema education using family films for improving the ability of nursing students in language and communication ability in family nursing care: A pilot study. Education for Health, 34(3), 120–121. https://doi.org/10.4103/efh.EfH_64_20

Sutton, A., Williams, H. M., & Allinson, C. W. (2015). A longitudinal, mixed method evaluation of self-awareness training in the workplace. European Journal of Training and Development, 39(7), 610–627. https://doi.org/10.1108/EJTD-04-2015-0031

Takiguchi, Y., Matsui, M., Kikutani, M., & Ebina, K. (2023). The relationship between leisure activities and mental health: The impact of resilience and COVID‐19. Applied Psychology: Health and Well-Being, 15(1), 133–151. https://doi.org/10.1111/aphw.12394

Taylor, S. S., & Statler, M. (2014). Material matters. Journal of Management Education, 38(4), 586–607. https://doi.org/10.1177/1052562913489976

Trivedi, C. N., & Joshi, M. J. (2022). The concept of development of self in Gujarati Movie Reva – A journey within. Towards Excellence, 14(1), 553–557. https://doi.org/10.37867/TE140153

Vertino, K. (2014). Effective interpersonal communication: A practical guide to improve your life. OJIN: The Online Journal of Issues in Nursing, 19(3). https://doi.org/10.3912/OJIN.Vol19No03Man01

Williams, W. C., Morelli, S. A., Ong, D. C., & Zaki, J. (2018). Interpersonal emotion regulation: Implications for affiliation, perceived support, relationships, and well-being. Journal of Personality and Social Psychology, 115(2), 224–254. https://doi.org/10.1037/pspi0000132

Winara. (2020). Pengaruh media film berjudul Invictus untuk meningkatkan motivasi belajar pada mata kuliah dasar-dasar olahraga pada mahasiswa PGSD Unimed tahun 2020 pada saat daring. Jurnal Guru Kita PGSD, 5(1), 123–128. https://doi.org/10.24114/jgk.v5i1.21525

Wolcott, J., & Kurtz, B. (2021). The perks of watching a movie: How the portrayal of anxiety and depression in film affects teenagers’ perception of anxiety and depressive disorders. Journal of Emerging Investigators, 3, 1–7. https://doi.org/10.59720/20-166

Wu, X., Guo, T., Zhang, C., Hong, T.-Y., Cheng, C.-M., Wei, P., Hsieh, J.-C., & Luo, J. (2021). From “Aha!” to “Haha!” using humor to cope with negative stimuli. Cerebral Cortex, 31(4), 2238–2250. https://doi.org/10.1093/cercor/bhaa357

Yeadon-Lee, A. (2018). Reflective Vicarious Learning (RVL) as an enhancement for action learning. Journal of Management Development, 37(4), 363–371. https://doi.org/10.1108/JMD-11-2017-0348

Zhang, J., Zhao, S., Deng, H., Yuan, C., & Yang, Z. (2024). Influence of interpersonal relationship on subjective well-being of college students: The mediating role of psychological capital. PLOS ONE, 19(9), e0293198. https://doi.org/10.1371/journal.pone.0293198




DOI: https://doi.org/10.24198/ptvf.v9i1.52881

Refbacks



Bookmark and Share


Copyright (c) 2025 Fakhuriy Fieddienil Khalish, Yuliana Hanami

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ProTVF Indexed by:

    

Editorial Office of ProTVF:

Faculty of Communication Science, Universitas Padjadjaran
Jl. Raya Bandung-Sumedang Km. 21 Jatinangor, Sumedang, Indonesia 45363
WhatsApp: +6285189714299 (Anggi Lestari)

Telephone: +62227796954
Faximile: +62227794122
E-mail: jurnalprotvfunpad@gmail.com

 

ProTVF Supervised by:

View My Stats