Research as storytelling: the use of video for mixed methods research

Abstract

Background: Mixed methods research commonly uses video as a tool for collecting data and capturing reflections from participants, but it is less common to use video as a means for disseminating results. However, video can be a powerful way to share research findings with a broad audience especially when combining the traditions of ethnography, documentary filmmaking, and storytelling. Results: Our literature review focused on aspects relating to video within mixed methods research that applied to the perspective presented within this paper: the history, affordances and constraints of using video in research, the application of video within mixed methods design, and the traditions of research as storytelling. We constructed a Mind Map of the current literature to reveal convergent and divergent themes and found that current research focuses on four main properties in regards to video: video as a tool for storytelling/research, properties of the camera/video itself, how video impacts the person/researcher, and methods by which the researcher/viewer consumes video. Through this process, we found that little has been written about how video could be used as a vehicle to present findings of a study. From this contextual framework and through examples from our own research, we present current and potential roles of video storytelling in mixed methods research. With digital technologies, video can be used within the context of research not only as data and a tool for analysis, but also to present findings and results in an engaging way. Conclusions: In conclusion, previous research has focused on using video as a tool for data collection and analysis, but there are emerging opportunities for video to play an increased role in mixed methods research as a tool for the presentation of findings. By leveraging storytelling techniques used in documentary film, while staying true to the analytical methods of the research design, researchers can use video to effectively communicate implications of their work to an audience beyond academics and use video storytelling to disseminate findings to the public.

Contextualizing the Universe of PSAK 74 [IFRS 17] in Indonesia and Insurance Industry Vigilance Through the Cosmology of “Yoga Kshema”

“…Data Analysis Method: Two Steps of Video-Based Analytical Tools Knoblauch et al (2012) and Harris (2016) reveal that there are myriad analytical tools that can be used in video-based research depending on the research purposes. This means that a videobased study offers a method's flexibility in examining the video record data (Harris, 2016;Torrentira, 2020); as researchers can even use both quantitative and qualitative analytical frameworks simultaneously (Tiong & Sim, 2020;Walker & Boyer, 2018). Two types of video analysis that we used in our video-based research: (1) hermeneutic or explanation building framework to scrutinize the impact of PSAK 74 on insurance industry financial reporting as presented in the result section; and (2) grounded theorization or analytical generalization framework to assess the industry readiness in applying the PSAK 74 using the Yoga Kshema principles as displayed in the discussion section.…”

Acknowledging Documentary Filmmaking as not Only an Output but a Research Process: A Case for Quality Research Practice

“…Each participant has a particular critical incident that becomes a key thread running through their narrative over time with similarities and differences in experiences juxtaposed. In the case of this research project, documentary filmmaking as a research method provides rich and authentic insights that would not be easily captured and shared with the same authenticity and transparency using other data sources (Walker & Boyer, 2018).…”

“…In this case, for example, the research was meditated through a full-length feature documentary, which engaged the participating graduate teachers in curating their own story through the decisions they made about the video journal entries they chose to share. Using the lens of public ethnography in conjunction with Guba and Lincoln's (1989) quality criteria has the ability to not only result in quality research, but research that speaks to and impacts broader audiences (Walker & Boyer, 2018).…”

Intercultural practicum: Perceptual learning through video in the pandemic context

“…In this article, we use our video as part of our research method to disseminate the results of our findings which we believe go beyond the power of text to convey the importance of perceptual learning in an intercultural context. We use our video in this context to engage the learner to experience the culture first-hand before they leave on placement for example (Walker & Boyer, 2018). In our work with the video we discuss 'looking at, seeing, and interpreting' as notions of Chalfen's (2011) use of video in research methods.…”