Reflective Learning through Video-Based Discussion on Age-Friendly Home Modification

Abstract

This study investigates the educational effectiveness of a reflective learning program that combined an instructional video with discussion-based practice to enhance university students’ understanding of age-friendly home modification. The video was developed based on the principles of housing fit and environmental press theory, visually presenting both the physical housing conditions of older adults and their vulnerabilities associated with aging. Through a step-by-step narrative, the video enabled students to engage with the lived experiences of older residents and to examine how home modifications influence safety and autonomy. A post-test experimental design was employed with 52 first-year university students from diverse academic disciplines, who participated in a three-hour practice session that included video viewing, group discussions, and a follow-up survey. Quantitative data from the survey and qualitative data from discussion transcripts and word clouds were analyzed. The findings indicated cognitive, emotional, and behavioral changes among students, including heightened empathy, improved understanding of fall prevention and universal design, and enhanced problem-solving skills. The study demonstrated that integrating visual media with collaborative discussion promotes deep learning through emotional engagement and critical thinking. In addition, students’ ideas from the discussions were compared with actual renovation outcomes, illustrating how practical and cost-effective solutions were perceived. These results highlight the potential of interdisciplinary, experience-based learning to cultivate civic empathy and future-oriented perspectives among younger generations, particularly in addressing the challenges of a super-aged society.