Designing Binge-Worthy Courses: Pandemic Pleasures and COVID-19 Consequences.

Area of Science:

• Education
• Psychology
• Neuroscience

Background:

• Transitioning in-person conflict resolution courses to synchronous video conferencing presents pedagogical challenges.
• Maintaining student curiosity, interest, motivation, and cognitive function amidst Zoom fatigue and reduced social interaction is difficult.
• Existing online pedagogy struggles to engage students effectively in demanding, interactive learning environments.

Purpose of the Study:

• To propose an innovative pedagogical approach for online conflict resolution courses.
• To leverage principles of binge-watching behavior to enhance student engagement and learning.
• To address the challenges of Zoom fatigue and reduced social interaction in synchronous online learning.

Main Methods:

• Drawing on psychological and neuroscientific literature regarding binge-watching behavior.
• Analyzing the addictive qualities and engagement factors of serialized television viewing.
• Applying these principles to the design of online conflict resolution courses.

Main Results:

• The proposed
• binge-learning
• model aims to create highly engaging and intrinsically motivating online learning experiences.
• By structuring course content and delivery akin to binge-worthy television, educators can foster sustained student interest and participation.
• This approach seeks to mitigate the negative effects of prolonged video conferencing and social isolation.

Conclusions:

• The
• binge-learning
• model offers a novel strategy for designing effective online conflict resolution courses.
• This approach has the potential to significantly improve student engagement, motivation, and cognitive performance in virtual learning environments.
• Further research and implementation are needed to validate the efficacy of binge-learning in diverse educational contexts.