<![CDATA[Video-based activities can create many opportunities for students to engage in active learning, but little is known about learner agency or student engagement during student video production. This research addressed how learner agency is expressed, how behavioral, cognitive, and affective engagement emerge, and how these dimensions appear alongside one another in an ICT-focused learning context. The study involved 40 undergraduate students in an ICT in education course and used an integrated mixed-methods design with predominantly qualitative orientation. Data were collected from student videos, reflective journals, and the researcher's field notes during a four-week video production project. The data were analysed through iterative coding, with descrriptive frequancy counts used to identify patterns across the data sources. The coding was guided by learner agency and student engagement dimensions. The coded data showed that learner agency was most evident in decision making (80%), followed by control over the learning process (70%) and the ownership of learning (65%). The study also identified recurring instances in which learner agency and student engagement appeared together across the data sources. This research highlighted how ICT-supported participatory learning processes provided opportunities for planning, feedback, revision, and reflection.]]>
Copyrights © 2026
