Bridging Silence with Storyboards: Evaluating Animatics as an Inclusive Pedagogical Tool for Deaf Film Students

Abstract

This research examines the effectiveness of animatics animated storyboards as an inclusive pedagogical tool in teaching cinematic techniques to deaf film students. Film education traditionally employs auditory descriptions and sound-based demonstrations, which cannot completely serve the learning needs of hearing-impaired students. This study, using a quasi-experimental method with 60 deaf students, examines how animatics increase conceptual understanding, engagement, and retention in film education. Evidence was gathered from pre- and post-tests, Likert-scale questionnaires, and retention tests. Statistical analysis via SPSS indicated a significant increase in student comprehension of visual storytelling through animatics-based instruction. In addition, strong positive correlations existed between students' engagement and content recall. The results identify animatics as an extremely effective, visual-first instructional approach that fills gaps in communication and facilitates inclusive learning in creative fields such as filmmaking.