Teaching Innovation and Performance-Based Learning in Film and Television Acting Programs: The Mediating Role of Reflective Practice and the Boundary of Industry Collaboration
DOI:
https://doi.org/10.57125/FED.2026.09.09Keywords:
teaching innovation, performance-based learning, reflective practice, industry collaboration, screen-acting education.Abstract
Digital tools, blended formats, and competency-based curricula are reshaping screen-actor training, yet the mechanism by which pedagogical innovation improves performance remains underexamined. Integrating experiential learning, reflective practiceand constructivist-alignment theory, this study tests a model in which teaching innovation raises performance-based learning directly and through reflective practice, with industry collaboration moderating the innovation–performance relationship. A survey returned 294 responses; after removing five zero-variance straight-liners under a predetermined rule, we analyzed 289 students and instructors in film and television acting programs using partial least squares structural equation modeling (PLS-SEM) with 5,000 bootstrap resamples. Teaching innovation raised performance directly (β = 0.215) and indirectly through reflective practice (indirect effect = 0.114; complementary partial mediation), with strong constituent paths (TI → RP, β = 0.424; RP → PBL, β = 0.270). As hypothesised, industry collaboration significantly moderated the relationship (interaction β = 0.155, p = .003): the return on innovative teaching more than doubled between average and high collaboration, and collaboration also had a positive direct effect (β = 0.148). The model explained 31.7% of the variance in performance and 18.0% in reflective practice. Reflective practice is the operative mechanism, and industry collaboration is both an independent driver and a boundary condition that amplifies innovation’s return.
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