The use of student-generated digital videos in schools is gaining attention in educational ICT research. As this technology becomes more accessible, issues related to teaching and learning through DV projects are increasingly examined [1]. Two studies conducted under the British Educational Communications and Technology Agency illustrate this trend [2]. The first study explored filmmaking across fifty UK schools, finding that such activities enhanced student engagement, self-expression, and creativity, whileunderstanding the “language of the moving image” was essential for successful filmmaking [3]. The second study investigated the use of “digital video assets” in fifty schools, where students edited existing video materials to illustrate curriculum concepts [4]. 

During video projects, individual learning is influenced by student interactions and the cultural environment, shaping the meaning-making process [5]. Examining these interactions provides insight into how students engage with DV as both a product and a socio-cognitive process. Students invest considerable time and effort in pre- and post-production activities, involving social collaboration, cognitive engagement, reflection, adaptive learning, flexibility, and creativity, particularly in the micro-context of English language learning. Consequently, a meaning-making approach that promotes active learning requires students to engage with flexibility and adaptive intelligence [6].

Teachers assigning DV projects may not always recognize the empirical learning experiences occurring throughout the production process. Student-created videos thus serve as both instructional outputs and vehicles for deeper learning, facilitating content mastery and the development of essential 21st-century skills.

The purpose of this study is to investigate how student-created videos support deeper understanding and conceptual comprehension of biology among Grade 11 students transitioning from the IGCSE to the A-Level curriculum. Nazarbayev Intellectual Schools in Kazakhstan operate a specialized "NIS-Programme" developed in collaboration with Cambridge International Education. The school follows a trilingual education model, where instruction in middle school is delivered in Kazakh and Russian, while in high school key academic subjects, including biology, are taught in English.

This curricular transition places heightened demands on students’ English language proficiency, use of academic terminology, and ability to engage in abstract thinking, despite the fact that biology instruction prior to Year 11 was predominantly conducted in students’ native languages (Kazakh and Russian).

Findings from the preliminary stage of the study indicated that students in the experimental group exhibited a lower level of English proficiency in comparison with those in the control group. This conclusion was drawn based on diagnostic interviews with English language teachers and a review of students’ academic records. Furthermore, academic results from the first and second term showed that learners in the experimental group demonstrated weaker subject knowledge, which can be partially attributed to language-related challenges in understanding complex biological concepts in English.

Within this context, student-created video production is explored as a pedagogical strategy that may mitigate language barriers, facilitate meaning-making, and enhance students’ conceptual understanding of biology in an English-medium learning environment. А meaning-making process that promotes active learning must involve student learning with flexibility and adaptive intelligence [6, 7]. Student-created videos foster meaning-making that engages all levels of Bloom’s Taxonomy, with a particular emphasis on enhancing the Analyze, Evaluate, and Create skills [8, 9]. This approach encourages students to engage deeply with the content, draw connections, and apply their knowledge practically, rather than relying solely on rote memorization.

Research Question:

How does the use of student-generated video enhance students’ understanding and meaning-making of biological concepts in A-level Biology?

Sub-questions:

1. How does creating student-generated videos affect students’ understanding of complex and abstract biological processes?
2. In what ways does student-generated video support students’ comprehension and use of biological terminology in English?
3. How does the use of student-generated video influence students’ engagement and motivation in Biology lessons?

Today’s students increasingly perceive information fragmentedly, preferring short, visually dense, and dynamic formats. Under these conditions, traditional text-centered learning is often ineffective in fostering deep conceptual understanding. This issue is particularly acute in A-Level Biology, which focuses on abstract processes such as cellular mechanisms, physiological regulation, and molecular interactions that require imagination, spatial thinking, and the ability to model phenomena inaccessible to direct observation. Therefore, student-created videos were selected as the instructional approach, shifting learning from passive information consumption to active meaning-making. By visualizing and explaining complex biological processes in a personalized format, students develop a deeper understanding of key concepts while enhancing analytical, synthesis, and scientific communication skills. The study was conducted among 11th-grade students divided into experimental and control groups. The experimental group included 20 out of 75 students who had demonstrated sustained learning difficulties and low academic performance over the previous two academic terms. The control group was taught using a traditional approach based on teacher explanations and textbooks, while the experimental group engaged in producing their own educational videos. This method was chosen based on a preliminary survey indicating that video creation was perceived by students as the most engaging and motivating learning activity. Pre- and post-questionnaires were administered to measure changes in engagement and motivation. To assess learning outcomes, pre- and post-tests were designed for the “Coordination and Regulation” unit to evaluate conceptual understanding. Assessment criteria and success descriptors were co-developed with students to ensure transparency, promote self-regulation, and align learning activities with educational goals. The intervention followed a three-stage methodology: preparation, creation, and reflection. The preparatory stage involved introducing objectives and assessment criteria; the creation stage focused on independent study, collaboration, and peer feedback; and the final stage emphasized reflection, video analysis, and identification of knowledge gaps. The effectiveness of the approach was evaluated through statistical analysis of pre- and post-test results in both groups. Descriptive statistics were used to calculate mean scores and learning gains, while comparative analysis identified statistically significant differences. The reliability of research instruments was assessed using Cronbach’s alpha, and Student’s t-tests were applied, including paired and independent samples t-tests.

1. A comparative analysis of pre- and post-test results for the “Coordination and Regulation” section revealed a 4.8% increase in average academic performance in the experimental group. This improvement was supported by formative and summative assessments, indicating not only short-term effects but also sustained learning outcomes. In contrast, the control group demonstrated no significant change, maintaining its initial performance level. Overall, the quality of students’ knowledge increased by 7.2% during the first quarter. 2. The observed improvement is attributed to students’ active engagement in meaning-making through video creation. This process required selecting, organizing, and interpreting information, as well as explaining biological processes in students’ own words, which promoted a shift from rote memorization to deeper conceptual understanding. Survey data showed an increase in motivation from 3 to 5 points, while collaborative learning strategies enhanced engagement by 24%. 3. The use of clearly defined assessment criteria positively influenced learning outcomes. Co-developing success descriptors improved transparency, supported self-regulation, and enabled students to refine their work purposefully during video preparation and production. Access to a professional television studio further enhanced engagement and supported the development of digital, filming, and editing skills, leading to higher-quality outputs. 4. The reliability of the research instruments was confirmed by a Cronbach’s alpha value of 0.86, indicating high internal consistency. Student’s t-test revealed statistically significant improvements in the experimental group between pre- and post-tests (t = 13.39), as well as significant differences between the experimental and control groups (t = 15.2), confirming the effectiveness of the implemented approach. 5. Analysis of student-created videos indicated gender-related differences: girls demonstrated greater attention to aesthetics and detail, while boys showed stronger technical skills in video production.

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