Exercise Messengers: Exploring Student‐Learning Perceptions of a Science Animation Video using Q‐methodology

The utility of animation videos in teaching science to students has yielded mixed results, with some studies showing success in student engagement and performance, and others a lack thereof. While these discrepancies can be intrinsic to the type of video intervention, they may also be a result of the diverse learning perceptions within a given classroom. Some students may express higher engagement with animations, while others require …