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Developing Interactive Animations as a Learning Tool for Work Integrated Learning

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Title: Developing Interactive Animations as a Learning Tool for Work Integrated Learning
Language: English
Authors: Amanda Gigliotti (ORCID 0000-0003-4811-8385), Jacqui Cameron (ORCID 0000-0003-1253-1282), Cathy Duncan (ORCID 0000-0002-0162-7177), Lynn Sheridan (ORCID 0000-0002-3179-9711), Charlotte Smedley (ORCID 0000-0003-0413-8026)
Source: Curriculum Journal. 2026 37(2):193-211.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Work Based Learning, Foreign Countries, Animation, Undergraduate Students, Graduate Students, Social Work, Counselor Training, Experiential Learning, Technology Uses in Education, Material Development
Geographic Terms: Australia
DOI: 10.1002/curj.343
ISSN: 0958-5176
1469-3704
Abstract: The role of field education for social work students is fundamental to linking students' theory to practice. Field education refers to the practical component of educational programmes where students gain hands-on experience in their field of study. In Australia, field education is 1000 hours and is an essential part of social work training, allowing students to apply theoretical knowledge in real-world settings under supervision. This practical experience is crucial for developing the skills and competencies required for professional practice. Integral to the success of the field education placement is the relationship between the student and their supervisor; however, challenges have been identified in the difficulty students face when commencing placement and developing these relationships. Recent advances in technology have afforded educators the opportunity to engage students in new ways to develop the skills and competencies they require for job readiness. This study used a four-stage mixed-method approach to conceptualise and design a suite of interactive animations (IA) in consultation with students, social work practitioners and animators to investigate how IA could impact work integrated learning (WIL) success. Mixed-method data collected from 113 undergraduate and postgraduate social work students found that using IA supported students' understanding about field education relationships and engaged students in developing the ongoing practices that will support them into their future social work careers. The design features that were well regarded by students included interactive questions, self-paced learning options and embedded hyperlinks. Conversely, the element that was less supported included the use of animal characters to represent diversity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503340
Database: ERIC
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  Data: Developing Interactive Animations as a Learning Tool for Work Integrated Learning
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Gigliotti%22">Amanda Gigliotti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4811-8385">0000-0003-4811-8385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacqui+Cameron%22">Jacqui Cameron</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1253-1282">0000-0003-1253-1282</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cathy+Duncan%22">Cathy Duncan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0162-7177">0000-0002-0162-7177</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lynn+Sheridan%22">Lynn Sheridan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3179-9711">0000-0002-3179-9711</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charlotte+Smedley%22">Charlotte Smedley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0413-8026">0000-0003-0413-8026</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Curriculum+Journal%22"><i>Curriculum Journal</i></searchLink>. 2026 37(2):193-211.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Animation%22">Animation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Training%22">Counselor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1002/curj.343
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  Data: 0958-5176<br />1469-3704
– Name: Abstract
  Label: Abstract
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  Data: The role of field education for social work students is fundamental to linking students' theory to practice. Field education refers to the practical component of educational programmes where students gain hands-on experience in their field of study. In Australia, field education is 1000 hours and is an essential part of social work training, allowing students to apply theoretical knowledge in real-world settings under supervision. This practical experience is crucial for developing the skills and competencies required for professional practice. Integral to the success of the field education placement is the relationship between the student and their supervisor; however, challenges have been identified in the difficulty students face when commencing placement and developing these relationships. Recent advances in technology have afforded educators the opportunity to engage students in new ways to develop the skills and competencies they require for job readiness. This study used a four-stage mixed-method approach to conceptualise and design a suite of interactive animations (IA) in consultation with students, social work practitioners and animators to investigate how IA could impact work integrated learning (WIL) success. Mixed-method data collected from 113 undergraduate and postgraduate social work students found that using IA supported students' understanding about field education relationships and engaged students in developing the ongoing practices that will support them into their future social work careers. The design features that were well regarded by students included interactive questions, self-paced learning options and embedded hyperlinks. Conversely, the element that was less supported included the use of animal characters to represent diversity.
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  Data: 2026
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  Data: EJ1503340
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        Value: 10.1002/curj.343
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      – Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Animation
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Graduate Students
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      – SubjectFull: Counselor Training
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Material Development
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      – SubjectFull: Australia
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