research topics for multimedia arts

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• A Research Guide
• Research Paper Topics

40 Media and Communications Research Paper Topics

• What is communication? The birth of the media as we know it
• Media, Censorship and Propaganda
• The freedom of speech and its impact on the media
• The main aspects of communication
• The triggering topics. What do you need to start an instant “holywar” in media?
• The phenomenon of hype and its usage of the media
• Single bloggers versus media companies
• Communication and media psychology
• The history of advertising and its important in the modern business
• The popular culture in the media
• Video games. Can they be considered a media now?
• Violence and controversial topics. Shall the media censor it out?
• The peculiarities of children media
• Are the videoblogs the new diaries?
• Mainstream media versus arthouse
• What is the age of post-truth in the media?
• Social networks as the main way of communication in the modern world
• Why exclusive material is so important in the media?
• Fandom and fanfiction in the media
• Mass Communication Laws in different countries
• Media and disasters: enhancing panic or preventing it?
• Terrorism in the media
• Changes in the media during the wartime
• Journalism ethics: what is it?
• International journalism
• Journalists on the battlefield
• Media policy and regulation in different countries
• How did the Internet influence media development?
• Media: reacting to the events or creating them?
• Virtual reality: may it be the future of the media?
• Media downshifting: why do people revert to newspapers again?
• Social media marketing campaigns
• Media, politics and public relations
• The styles and types of media. How they differ depending on the audience they are aiming for?
• The phenomenon of Disney. Media or the new mythology?
• Scientific journalism: shall science be popular?
• Media for educational purpose
• Radio media: why radio is still popular?
• Hidden messages in the media made for entertainment
• Media images of the representatives of different countries

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100 Best Media Topics For Research Writing

We know you need the best media topics for your next papers. Otherwise, why would you be reading this blog post? The good news is that you have picked the best place to look for topics. Our experienced writers have put together a list of the best media topics for high school and college students. Furthermore, we work hard to keep the list fresh. This means that these ideas will be most likely original. They will work great in 2023 because the list of media essay topics is updated periodically.

The Importance of Great Media Topics

You are probably wondering why we are putting so much emphasis on getting you the best media topics to write about. There are several reasons for it, but we will only tell you about 3 of them:

• Your professor will greatly appreciate your willingness to dedicate the time and effort to finding excellent topics . Trust us, professors know how to make the difference between students based solely on the topics they choose for their papers.
• It is much easier to write essays if you choose good media essays topics . A topic you know something about is the best choice. Also, a good topic enables you to quickly find plenty of information on the Internet. Following this advice you’ll easily write your literature review and the following components of your paper.
• By choosing a great topic, your essay will immediately stand out from all the rest . Your professor is surely bored of reading papers written about the same things over and over again. An interesting idea will entice him to award you at least some bonus points.

Mass Media Topics

Mass media is something of great importance in modern times, so why not write your papers on some mass media topics? Here are some great examples:

• The effect of mass media on psychological health
• Mass media and emotional health
• Mass media addiction in the US
• The role of mass media in politics
• The First Amendment in mass media
• Promoting sexuality in mass media

Media Research Topics

Did your professor ask of you to write a research paper? No problem, we have some excellent media research topics in our list. Check them out below:

• Discuss children media
• Violence in mass media in the US
• Video games in the media
• Controversial topics in the media in Europe
• Discuss post-truth in the media
• Media regulations in China

Media Analysis Essay Topics for Presentation

Would you like to write a media analysis paper for a presentation? It’s not difficult to do, if you pick the right media analysis essay topics for presentation. Here are some excellent ideas:

• Is the media creating events or reacting to them?
• Media and public relations links
• Discuss 3 major types of media
• The use of media in education (one of the most interesting mass media research paper topics)
• Influence of virtual reality on the media (one of the best media analysis essay topics)
• Discuss journalism ethics

Media Research Paper Topics for High School

Are you a high school student looking for some awesome topic for his next research paper on media? Here are some excellent examples of media research paper topics for high school:

• Major innovations in 21st century media
• Compare mainstream media in India and China
• What makes an outlet a reliable source?
• Advertisements in media
• Benefits of mass media for society
• Compare traditional media with mass media

Mass Media Research Topics

If you need to write a research paper and want to talk about something in mass media, we have some very nice ideas right here. Check out our mass media research topics:

• The right of expression in mass media
• Journalism in mass media
• Compare TV, film and radio
• Mass media in democracy
• The war against terror in mass media
• Discuss the rise of mobile media

Media Research Topics for College Students

College students who are looking to research topics about media should choose something that can bring them a top grade. Here are our best media research topics for college students:

• Influences of technology on media
• Latest innovations in media
• Discuss media censorship in China (a recommended media related topic)
• What is media propaganda?
• Mass media and its preemptive effects

Complex Media Related Research Topics

Do you want to try your hand at some difficult topics? If you want to impress your professor, we advise you to select one of these complex media related research topics:

• Mass media violating civil rights
• Does media benefit the economy of the US?
• Define media addition and discuss its effects
• Perform a qualitative analysis of 3 media outlets
• Media’s scare strategies: a case study
• Media influencing a rise in violence in the UK

Controversial Media Topics

Why should you be frightened by controversial topics? You are free to write about them, of course. Here are our best and most controversial media topics:

• Exercising the First Amendment in media in the US
• Promoting gun violence in mass media
• Mass media effects on terrorism
• Digital media is destroying traditional media
• Artificial intelligence in mass media
• Media effects on the death penalty in China

Digital Media Topics

Discussing digital media is a very good way to impress your professor. Let’s face it; the digital realm is extremely popular these days. Here are some brand new digital media topics:

• Define and discuss digital media
• Climate change in digital media
• What is mobile media?
• The fate of journalism in the 21st century (one of the best digital media research topics)
• Effects of digital media on politics

Media Analysis Topics

Writing a media analysis essay can be a very difficult task, especially if you don’t have much academic writing experience. Here are some media analysis topics that should make things easier:

• How Trump lost the media war
• Biden’s coverage in mass media in the United States
• Advertising revenue in media outlets
• Analyze screen time
• What are deepfakes and how to spot one?
• The crisis of journalism in the 21st century

Easy Media Related Topics

The perfect choice for times when you simply cannot afford to spend too much time writing your essay, our list easy media related topics is right here:

• Define mass media in the United Kingdom
• Should children watch the news?
• Promoting violence in mass media
• Spreading awareness via media
• Are newspapers still relevant today?
• The very first occurrence of mass media

Research Topics in Media and Communication

Would you like to talk about media and communication? It is not an easy subject to write about, but we can make things easier. Here are the easiest research topics in media and communication:

• Discuss body image in media
• Analyze children’s advertising tactics
• Freedom of speech in the media
• Copyright law in the media
• Define symmetrical dialogue in the media

Media Debate Topics

Are you interested in a media debate? Getting the best topics for 2023 should be your primary concern in this case. We have some very interesting media debate topics right here:

• The impact of public relations on communities
• Location-based advertising in modern media
• Analyze the concept of yellow journalism
• Good news vs bad news in the media
• Discuss the concept of proportionality in media

Brand New Media Topics

Just like you, our writers are interested in writing about the latest topics. Why don’t you pick one of our brand new media topics?

• Is radio still an important part of media?
• Newspapers going bankrupt in 2023
• Sexual content on TV shows
• Politicians’ love for the media
• Is the backing of the media important for a president?

Media Ethics Topics

Discussing ethics in relation to media is a very interesting choice. It can also get you an A+ on your next paper. Here are some exceptional media ethics topics:

• Including graphic images in media
• Depicting terrorism on TV
• Regulating newspapers in Europe
• Celebrity gossip in the media
• The influence of large media corporations

Media Law Topics

Yes, there is such a thing as media law. Would you like to write an essay about it? Here are some great ideas for media law topics:

• Discuss the First Amendment and media
• The responsibilities of journalists
• Journalists in war zones
• Fake news in the media
• Showing unsuitable content to children

Research Topics in Communication and Media Studies

Writing about communication and media studies has the potential to help you get a top grade. Here are our best research topics in communication and media studies:

• Analyze media bias in the United States
• Is digital media addictive?
• Influence of media on religion

Interesting Media Topics

We know, you want the most interesting media topics to write about. Pick one of these and write a paper that will impress your professor:

• State-controlled media in China
• Effects of media coverage on criminal trials
• The power of mass media in 2023

Trending Media Topics

You may not know which topics are trending when it comes to media, but our writers do. Here are the latest trending media topics:

• The war in Afghanistan
• Joe Biden’s rise to power
• The fall of Donald Trump
• Climate change problems
• Global warming in the media

But what if you need more topics or professional help with thesis ? What if you didn’t find the media research topic you were looking for in the list above? While this is highly unlikely, we are prepared to help you. Would you like to talk about media literacy? In case you do, our ENL writers can create a list of the most interesting (and new) media literacy topics you can find. For anything you need, just get in touch with us.

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Popular research topics in multimedia

• Published: 18 December 2012
• Volume 95 , pages 465–479, ( 2013 )

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• Chih-Fong Tsai 1 &
• Chihli Hung 2  

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Multimedia has taken on a very important role in our daily life which has led to a rapid growth research on this topic. Multimedia research covers a variety of problem domains so one must examine many current popular research areas to obtain a basic understanding of current multimedia research. This allows us to understand what has been done recently and to consider what will be more important in future. In this study, we collect and analyze data from ACM Multimedia conferences from 2007 to 2011. In particular, the organized sessions (or areas) and the citation count of popular areas are examined using the Web of Science and Google Scholar. Then, the self-organizing map method is used as a visualization tool for keyword analysis in order to identify popular areas and research topics in multimedia. In addition, we also examine the consistency of the identified popular research areas and topics between the ACM Multimedia conferences and two recent journal special issues.

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Department of Information Management, National Central University, Jhongli, Taiwan

Chih-Fong Tsai

Department of Information Management, Chung Yuan Christian University, Jhongli, Taiwan

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Table  7 lists related special issue papers published after 2007, which belong to the identified popular research topics.

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Tsai, CF., Hung, C. Popular research topics in multimedia. Scientometrics 95 , 465–479 (2013). https://doi.org/10.1007/s11192-012-0932-1

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Received : 31 May 2012

Published : 18 December 2012

Issue Date : April 2013

DOI : https://doi.org/10.1007/s11192-012-0932-1

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• > The Cambridge Handbook of Multimedia Learning
• > Research Methods in Multimedia Learning

Book contents

• The Cambridge Handbook of Multimedia Learning
• Copyright page
• Contributors
• Acknowledgments
• Part I Background
• 1 Introduction to Multimedia Learning
• 2 Foundations of Multimedia Learning
• 3 Fifteen Common but Questionable Principles of Multimedia Learning
• 4 Research Methods in Multimedia Learning
• Part II Theoretical Foundations
• Part III Basic Principles of Multimedia Learning
• Part IV Principles for Reducing Extraneous Processing in Multimedia Learning
• Part V Principles for Managing Essential Processing in Multimedia Learning
• Part VI Principles Based on Social and Affective Features of Multimedia Learning
• Part VII Principles Based on Generative Activity in Multimedia Learning
• Part VIII Multimedia Learning with Media
• Author Index
• Subject Index

4 - Research Methods in Multimedia Learning

from Part I - Background

Published online by Cambridge University Press:  19 November 2021

This chapter describes diverse research methods to study multimedia learning. In light of the wide range of methods to study learning with multimedia and to stay in line with the focus of this Handbook, I target experimental research where a variation of multimedia design is tested against (at least) a control design. Thus, I omit case studies, technical developments, design-based research, etc. Moreover, I only take into consideration research in which the main dependent measure was some sort of learning outcome, such as performance, retention, or transfer. In addition, I look into variables mediating the way to this learning outcome. In this way I come to the following structuring of measures: tests that a priori capture characteristics of learners, measures that online trace the process of learning, self-reports of how learners experienced this learning, and learning outcome measures. For each type of measure, I provide a description and concrete examples of their use in multimedia research. Lastly, I explore thus far, less-frequently used methods in multimedia research, that have, however, the potential to shed new light on multimedia learning.

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• Research Methods in Multimedia Learning
• By Halszka Jarodzka
• Edited by Richard E. Mayer , University of California, Santa Barbara , Logan Fiorella , University of Georgia
• Book: The Cambridge Handbook of Multimedia Learning
• Online publication: 19 November 2021
• Chapter DOI: https://doi.org/10.1017/9781108894333.006

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The preliminary exploration of multimedia effects in sculpture creation inspired by maslow’s hierarchy of needs  †.

1. Introduction

Significance, 2. research conceptual framework, 2.1. sculpture creation artists and sculpture materials, 2.2. multimedia, technology, arts, and effects, 2.3. aesthetic needs and self-actualisation needs in maslow’s hierarchy of needs and art, 3. research method, 4. sampling, 5. analysis and results, 6. discussion and conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Liu, X.Y.; Cheng, K.M. The Preliminary Exploration of Multimedia Effects in Sculpture Creation Inspired by Maslow’s Hierarchy of Needs. Proceedings 2022 , 82 , 62. https://doi.org/10.3390/proceedings2022082062

Liu XY, Cheng KM. The Preliminary Exploration of Multimedia Effects in Sculpture Creation Inspired by Maslow’s Hierarchy of Needs. Proceedings . 2022; 82(1):62. https://doi.org/10.3390/proceedings2022082062

Liu, Xing Yu, and Kin Meng Cheng. 2022. "The Preliminary Exploration of Multimedia Effects in Sculpture Creation Inspired by Maslow’s Hierarchy of Needs" Proceedings 82, no. 1: 62. https://doi.org/10.3390/proceedings2022082062

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BRIEF RESEARCH REPORT article

Effects of multimedia integrated fine arts education on students' learning attitude and learning satisfaction.

• 1 College of Art, Taiyuan University of Technology, Taiyuan, China
• 2 Fine Arts School, Shanxi Datong University, Datong, China
• 3 Business School, Shanxi Datong University, Datong, China
• 4 Chula Business School, Chulalongkorn University, Bangkok, Thailand

The educational reform of the twenty-first century was a successful attempt in which high technology, media, and multimedia computer information work together. The use of instructional media doubled the effect with half the effort in promoting learners' motivation to learn. This was achieved by providing specific and authentic information, changing attitudes, and even being independent of instruction. The rapid development of technology also brings innovations in teaching media. The purpose of this study is to investigate the effects of multimedia integrated fine arts education on students. A quasi-experimental design was adopted in this study. College students from Shanxi Province were selected as the participants of a one-semester experimental study. The research results show significantly positive effects of (1) multimedia integrated fine arts education on learning attitude, (2) multimedia integrated fine arts education on learning satisfaction, and (3). mobile learning on learning satisfaction. The experimental observation revealed that, when fine arts works are exhibited through multimedia, students have closer contact with them. Students gradually feel more involved in art and show interest in art, as well as a desire to explore. Such a process of change will enable students to change their learning attitude into active absorption of professional knowledge of fine arts. As a result, their competence in fine arts can be improved significantly. It is expected that the results will contribute to the fine arts and humanities with practically tested theories as a reference for teachers and future studies in the field.

Introduction

With the increasing popularity of computers and networks, the use of multimedia as a teaching tool in the learning environment has become a new trend. Online courses in higher education are also becoming more popular ( Yakubova et al., 2020 ). To promote students' concentration and stability in class, the curriculum content for education is developed in a lively and diverse way. Besides, interactive materials are the most important elements of the new curriculum to avoid boring content. Students' participation and their integration in the course content are emphasized to increase the effectiveness of learning and acquisition of knowledge. Moreover, these can enable interaction, reaction, and enthusiasm in the learning process ( Stylianou et al., 2019 ). For this reason, educational reform in the twenty-first century is the flourishing period of an integrated approach that involves high technology, media, and computer information multimedia. The use of instructional media doubled the effect with half the effort in arousing learners' motivation to learn. It also provided specific and authentic information, changed students' attitudes, and enabled an autonomously following instruction. The use of media is not limited to classrooms in schools. With the rapid development of technology, teaching media are constantly renewed, and more and more new technologies are introduced to schools. Tomorrow's world may be impossible to predict, but there is a trail to follow.

If we look at the current situation of fine arts education in China, it can be summarized in four points. 1. The “manual” operation and learning techniques are overemphasized. 2. The educational value of fine arts is in fact stunted. 3. There are “units” but no “curricula”. 4. It is alienated from the “environment” and is “detached”. Fine arts education in national schools put too much emphasis on training and learning. However, the use of media and the practice of skills in teaching activities is getting more widespread, and it is becoming the main focus of education ( Bouck et al., 2020 ). The reform of fine arts teaching leads to the fact that fine arts teaching is no longer just a sheet of drawing paper and several brushes. When considered from a multicultural position, it leads students to learn about themselves, society, and the world. To achieve this teaching goal, fine arts teachers need to demonstrate their professional knowledge and competence, and transform their teaching materials and methods, as well as the instructional media that they use. By doing so, they will be able to meet the diverse and high-tech information. The integration of information technology into teaching is currently one of the most important issues in education. The combination of teaching activities and computer information, networks, and multimedia will be inevitable. The future trend in instructional media is to combine computers with other instructional media to create a student-centered multimedia learning environment ( Simonson and Thompson, 1990 ).

Daniel et al. (2019) predicted that “the network will be the blackboard of the future”, and they added that schools at all levels and learning styles and for different subjects will be driven by computer interaction. In particular, the design of specific multimedia materials for educational courses in research institutions and schools at all levels can greatly enhance students' learning interests. The use of multimedia can also increase the effectiveness of learning. In this respect, in the twenty-first century, the materials and methods for fine arts education should be in line with cultural diversity and integrity. Accordingly, instructional media should be integrated with computer-based instruction, the Internet, multimedia, and hypermedia. When the changing world is considered with its increasing uncertainties, complicated international environment, and rapid changes, it is important for teachers to be able to attract students' attention. Teachers who use traditional dictation, blackboard writing, and playing slides cannot succeed in this in the current environment with diverse sounds and colors. The use of multimedia and hypermedia in instruction has become a trend ( Saunders et al., 2018 ). Pourdavood and McCafferty (2020) pointed out that school education in China does not emphasize fine arts courses. As a result, these courses are conducted ineffectively which cannot arouse students' interest and motivation to learn. The reason behind this dates back to 3–4 decades when fine arts teachers still approached classes as painting teachers, and they completely ignored the cultural significance and connotation of fine arts courses. Therefore, the pedagogical outcomes and achievements of holistic education, integrated education, and multicultural education could not be reached. These curricula were also out of date, and students did not realize the necessity and joy of fine arts learning. To increase the performance and students' willingness and interest in fine arts classes, teachers need to improve teaching materials and adopt appropriate methods. In addition, they should try to use diverse, modern, and multimedia-integrated materials to meet the student's needs and promote their learning interests. Considering the above situations and factors, the effect of multimedia integrated fine arts education on students' learning attitude and satisfaction was investigated in this study. It is expected that the results of this study will contribute to fine arts and humanities education with practically tested theories as a reference for fine arts education teachers and future studies.

Literature review

Multimedia integrated fine arts instruction model.

Traditional artistic creation media focused on concrete media, such as paper and pencils. The development and increased popularity of software and hardware in the field of information technology has led multimedia to break the traditional structure of instruction. A new form of fine artistic creation has been produced through the integration and application of digital media and traditional media ( In'am and Sutrisno, 2021 ).

(1) The data for fine arts classes were transferred into the computer for editing and integration, and presented directly with computer media or converted to other image formats.

(2) The data for fine arts classes were transferred into the computer for storage, editing, and integration, and slides were printed as instructional resources.

(3) The data for fine arts classes were transferred into the computer for storage and integration, and multimedia software was used to compile the data into interactive instructional software or self-learning software.

(4) Online instruction is linked to fine arts education resource websites or the resources were downloaded to integrate with image editing or word processing software.

(5) Fine arts lesson data were entered into computers for digital storage and integration and offered on the Internet as shared instructional resources.

In addition, the rich instructional resources on the network can be beneficial to fine arts teaching. The common Internet-based fine arts teaching models are introduced below ( Celen, 2020 ).

(1) Online teaching model

This teaching model directly uses the existing resources by connecting to the Internet.

(2) Offline teaching model

In this teaching model, which is also called airplane mode, network resources are first downloaded to be stored on a hard disk or floppy disk, and then offline instruction is carried out. It is characterized by not being restricted to a network line or transmission bandwidth. In this model, instructors are more mobile, and the re-organization of network platform resources can be organized according to instructors' needs for the instruction.

(3) Thematic teaching model

The instructor first designs a topic according to the learners' level, and the learners use various search methods on the Internet to sort, classify, organize, annotate, or complete reports on the relevant data.

(4) Video-on-demand teaching model

Fine arts teachers can convert various fine arts teaching videos into avi or mpg format, store them on a computer with a larger hard drive, and open them for sharing. The instructional videos can be played anytime and anywhere through networking.

Effects of multimedia instruction on learning attitude

Ziegler et al. (2021) stated that in a multimedia classroom environment, teachers can add sound effects, texts, or videos to capture the attention of students with different learning styles. In this context, classrooms become attractive, just like theaters. Multimedia can increase the effect of students' learning. 1. Multimedia instruction environment can promote students' learning motivation and attitude. 2. Multimedia instruction environment can promote students' creative thinking. 3. Network multimedia can facilitate students' creative thinking. 4. Multimedia can improve students' flexibility. Experts also pointed out that using interactive computer-based multimedia instruction in education and training can reduce costs by 64% and learning time by 36%. It can also improve students' academic achievement, learning attitude, and comprehension by 11, 28, and 32%, respectively ( Taylor and Lee, 2021 ). In an experiment on perspective drawing, Daniel et al. (2019) discovered that students with computer-assisted instruction showed a more positive learning attitude than those without computer-assisted instruction. Therefore, the following hypothesis is proposed in this study.

H1 : Multimedia integrated fine arts education has significant positive effects on learning attitude.

Effects of multimedia instruction on learning satisfaction

Buzhardt et al. (2020) mentioned that compared to other media, multimedia technology has many advantages, such as strong interactivity, a large amount of information transfer, high speed, convenient use, and stimulation of multiple senses. The use of multimedia instruction can be more intuitive, interactive, integrated, controllable, and editable. The use of multimedia in instruction can be a vivid way of presenting the curriculum content, and it can stimulate students' learning motivation and increase their learning satisfaction. Holyfield et al. (2019) believe that the purpose of using multimedia is for communication management. In this respect, it can be stated that multimedia enables adapting the content according to individual differences and expressing the teaching content with optimum media. In addition, multimedia instruction can provide various communication channels for learners to achieve the highest effect and satisfaction. Multimedia that corresponds to human characteristics in terms of multiple senses can provide information in different forms. This can make the transmission and reception of feelings and information more authentic. Moreover, information can be offered according to learners' needs and responses, so that the delivery of information is not limited to only fine arts, but it represents interactive learning and enables individualized learning. Educational experts have confirmed that this can contribute to learning satisfaction ( Qahmash, 2018 ). Accordingly, this study hypothesizes the following.

H2 : Multimedia integrated fine arts education has remarkably positive effects on learning satisfaction.

Effects of learning attitude on learning satisfaction

Hord et al. (2020) indicated significant correlations between students' learning attitude and learning satisfaction. According to their study, it can be claimed that the better the learning attitude is, the higher the learning satisfaction will be. Nally et al. (2021) considered the correction of curricula with which learners revealed dissatisfaction, and negative feedback is important for curriculum evaluation and development. In addition, institutions can develop tests in line with the research on satisfaction and remove unsuitable curricula to reduce the likelihood of failure. Learning satisfaction research indicated that improving deficient curricula can enhance learners' positive attitude and guide their development. Ekin et al. (2018) found that the better the learning attitude, the higher the learning satisfaction. They also found that learning attitude is related to learning satisfaction. Learning satisfaction is not simply the indicator of the outcome of the learning activity, but also the main indicator to promote learning motivation and attitude and develop the curricula. Laarhoven et al. (2018) considered that each person has different learning needs and attitude throughout life, and satisfaction is the achievement of these needs or attitudes. Therefore, a prior understanding of the needs and attitudes is necessary for education. Learning satisfaction and learners can achieve the goal expected before learning after participating in a learning activity. In this respect, this study hypothesizes the following.

H3 : Learning attitude has a significant positive effect on learning satisfaction.

Methodology

Measurement of research variable, learning attitude.

The dimensions of learning attitude were mentioned by Ok et al. (2021) . Accordingly, learning attitude is divided into (1) intrinsic motivation and (2) extrinsic motivation.

Learning satisfaction

The concept was clarified by Hunghes (2019) who indicated that learning satisfaction includes two dimensions: (1) teachers' instruction and (2) curricula and environment.

Participants of the study

In line with the purpose of the study to test the research hypotheses, this study adopts a quasi-experimental design model. College students from Shanxi Province were selected as the participants for the quasi-experimental study. Multimedia integrated fine arts education was implemented in the experimental group, and the control group maintained the traditional teaching model for one semester. SPSS was used for the analysis of the data. The data were analyzed through factor analysis, reliability analysis, regression analysis, and analysis of variance to test hypotheses.

Data analysis

Analysis of variance was used in this study to discuss the difference between learning attitude and learning satisfaction in the context of multimedia integrated fine arts education. Moreover, regression analysis was implemented to understand the relationships between learning attitude and learning satisfaction.

Reliability and validity analysis

Factor analysis was used to extract two factors from learning attitude: “intrinsic motivation” (eigenvalue = 2.487, α = 0.89) and “extrinsic motivation” (eigenvalue = 2.521, α = 0.91). The cumulative covariance explained reached 78.427%.

As for learning satisfaction, two factors were extracted: “teachers' instruction” (eigenvalue = 3.216, α = 0.93) and “curricula and environment” (eigenvalue = 2.831, α = 0.90). The cumulative covariance explained achieved 81.452%.

Effects of multimedia integrated fine arts education on learning attitude and learning satisfaction

Difference analysis of multimedia integrated fine arts education on learning attitude.

This study investigates the difference between teaching models and learning attitude using the analysis of variance. Table 1 shows a remarkable difference ( p = 0.000 * ) between the teaching models and intrinsic motivation. Multimedia integrated fine arts education (4.05) revealed higher intrinsic motivation than the traditional teaching model (3.62). The teaching model also showed a difference ( p = 0.000 * ) in terms of extrinsic motivation. Multimedia integrated fine arts education (4.11) showed higher extrinsic motivation than the traditional teaching model (3.73). H1 is therefore supported.

Table 1 . Difference analysis of multimedia integrated fine arts education in terms of learning attitude.

In the literature on multimedia integrated curriculum, most researchers, such as Daniel et al. (2019) and Ziegler et al. (2021) , consider that multimedia integrated instruction can actually enhance the attention of students and help them in terms of increasing their learning motivation. It is considered in this study that fine arts education integrated with multimedia instruction can stimulate students' learning and enhance the learning freshness. The researcher observed students' behavior during the research and discovered that some students actively watched multimedia instructional videos and made discussions after class, which showed that this approach enhanced their learning motivation.

Difference analysis of multimedia integrated fine arts education in learning satisfaction

The difference between teaching models and satisfaction with teachers' instruction was discussed according to the results of the analysis of variance. Table 2 shows notable differences ( p = 0.000 * ) between teaching models and learning satisfaction. Multimedia integrated fine arts education (3.88) reveals higher results in terms of teachers' instruction with multimedia than using the traditional teaching model (3.56). The teaching model shows significant differences ( p = 0.000 * ) in learning satisfaction with curricula and environment. Multimedia integrated fine arts education (4.37) showed a higher value for curriculum and environment than the traditional teaching model (3.84).

Table 2 . Difference analysis of multimedia integrated fine arts education in learning satisfaction.

Instructors' use of rich teaching content contributes to increasing students' learning. Teachers' attitude and teaching skills are important for students. Even when teachers use different teaching styles which do not appeal to students, it can reduce students' learning satisfaction to a great extent.

Correlation analysis of learning attitude and learning satisfaction

Correlation analysis of learning attitude and teachers' instruction.

The results of the analysis conducted to test H3 are presented in Table 3 . According to the results, it can be stated that learning attitude has significant effects on teachers' instruction ( p = 0.000 *** ). Moreover, it has remarkably positive effects on intrinsic motivation (β =2.312 ** ) and extrinsic motivation (β = 2.221 ** ).

Table 3 . Analysis of learning attitude to learning satisfaction.

Correlation analysis of learning attitude and curricula and environment

The results of the analysis conducted to test H4 are presented in Table 3 . The results showed that learning attitude has remarkable effects on the curriculum and environment ( p = 0.000 *** ). Similarly, it has significant positive effects on intrinsic motivation (β = 2.546 ** ) and extrinsic motivation (β = 2.465 ** ). Therefore, H4 was supported. The results of the hypothesis test are shown in Table 4 .

Table 4 . Hypothesis test.

In fine arts education, proper learning situations should be created to provide diverse multimedia teaching methods and properly implement the teaching elements of “situation”, “material”, and “method”. When teachers integrate fine arts education into multimedia teaching activities, students can be interested and attracted to the learning activity. Nevertheless, teachers should consciously consider these three elements, as well as students' experience, background, and previous knowledge, during continuous teaching activities to maintain learning interest. Various challenging activities and games can add variety to the lessons to meet students' learning needs and interests and achieve teaching goals. The correlation between learning motivation and learning effect should be emphasized when designing lessons for actual practice. The learning activities should take into account students' individual differences. Various successful cases should be offered in the practice of the whole teaching design to encourage students to develop their self-expectation according to their personal abilities. In addition, the possibilities of lack of learning or having negative attitudes toward learning caused by learning frustration can also be prevented. A good teaching design does not necessarily adopt a single teaching method. Using a variety of multimedia teaching methods that cater to students with different learning experiences and backgrounds allows students to choose the most appropriate and effective learning style for themselves.

Multimedia teaching is diverse, simple, and convenient, but it cannot replace the interaction between teacher and student as in traditional teaching. Students often encounter difficulties and ambiguities in the learning process that require teachers' immediate responses. In this respect, when using multimedia teaching, teachers should not just consider the content as rich and cut short or ignore students' feedback. Teachers should point out and emphasize students' feedback in fine arts education, apply the function of multimedia teaching well, utilize audiovisual features, use alternative interactivity with students, and supplement traditional teaching to achieve positive effects on teaching.

The above-mentioned results revealed that effective and interesting teaching strategies can lead students to be satisfied with their learning, have a pleasant learning experience, and achieve the objectives autonomously. These feelings result from the comprehensive applications of material development, purposive design of learning activity, development of instructional media, and improvement of learning evaluation methods. As a result of these approaches, the courses will present higher value and tension, and will also allow learners to enjoy learning.

The results of the experimental research showed that students did not have any negative perceptions with regard to aesthetics, history, and fine arts. Students showed no interest in fine arts and aesthetics, which may be because of the strangeness, rarity, unfamiliarity, and lack of experience. These may lead students to fear, distancing, and exclusion. When fine artworks are exhibited through computer multimedia, most students in this study had the opportunity to engage with the fine artworks. Most of the students had close contact with the fine artworks, which helped them to eliminate the strangeness and exclusion with a brief introduction by teachers. As a result, they showed interest, novelty, and curiosity to explore. Such a change enables students to acquire expertise and competence in fine arts, which leads them to take part in fine arts more actively. The research results conform to the studies of Qahmash (2018) , Daniel et al. (2019) , Holyfield et al. (2019) , and Taylor and Lee (2021) .

Instructional principles are the theoretical basis of instructional methods. Flexibly applying various innovative instructional methods and improving teaching activity can lead to excellent teaching effectiveness ( Hunghes, 2019 ). Teaching activities should focus on students' learning, and students should be placed at the center of the learning process. Teachers are both instructors and counselors. Therefore, they should promote and facilitate students' learning and encourage students to observe, experience, do, and think ( Celen, 2020 ). The expansion of multimedia instruction means the expansion of students' learning. In addition, it contributes to the transmission technology as well. Similarly, the use of multimedia improves the effects of visual images, which meets people's visual needs. At the same time, computers provide sound effects and dynamic 3D images to attract people. Combining the brilliant performance of computer multimedia with fine arts education, especially with the visual fine arts, plays the role of an interface between fine arts teachers and students. Particularly, the rich multimedia types enable fine arts teachers to choose different suitable media according to the characteristics and features of the curriculum content. The combination of 2–3 types of multimedia can enrich the internal content and external presentation of curricula, and present the richness and excellence of curricula. Also, the specialty, seriousness, and responsibility of teachers can make students respect curricula and teachers. As a result, their learning attitude and learning satisfaction is improved. In addition, the use of 2–3 types of multimedia can expand the transmission interface between fine arts teachers and students, as well as between instruction and students. This provides students with more opportunities to absorb information and improve the effectiveness of learning. Compared to learning fatigue, visual fatigue, auditory fatigue, and psychological freshness fatigue caused by a single instructional medium, the use of 2–3 types of multimedia can improve learning attitude and learning satisfaction.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Ethics statement

The present study was conducted in accordance with the recommendations of the Ethics Committee of the Shanxi Datong University, with written informed consent being obtained from all the participants. All the participants were asked to read and approve the ethical consent form before participating in the present study. The participants were also asked to follow the guidelines in the form in the research. The research protocol was approved by the ethical committee of the Shanxi Datong University.

Author contributions

XS performed the initial analyses and wrote the manuscript. XS, RF, GZ, and CC assisted in the data collection and data analysis. All authors revised and approved the submitted version of the manuscript.

The authors appreciate financial support for the research and publication of this fine article (2021YY167) from Shanxi Provincial Office of Philosophy and Social Science Planning, Shanxi Province, China.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: fine arts education, multimedia instruction, learning attitude, learning satisfaction, technology teaching

Citation: Sun X, Fu R, Zhang G and Chen C (2022) Effects of multimedia integrated fine arts education on students' learning attitude and learning satisfaction. Front. Psychol. 13:907468. doi: 10.3389/fpsyg.2022.907468

Received: 30 March 2022; Accepted: 09 September 2022; Published: 13 October 2022.

Reviewed by:

Copyright © 2022 Sun, Fu, Zhang and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Chenin Chen, chenin.c@chula.ac.th

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Promoting Authentic Learning With Multimedia Research Projects

Students can actively demonstrate their learning through inquiry-focused projects that promote creativity.

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Low student engagement and artificial intelligence have everyone wondering about the future of teaching and learning, especially when it comes to assessment. Teachers are struggling to keep kids engaged , foster academic integrity, and design assignments that are meaningful and equitable. Desperate to prevent cheating, many schools have doubled down on in-class essays written by hand or invested thousands on cheat detection.

With a few small changes, we can build on what educators already do best to develop solutions that dissuade cheating by design and develop cultures of learning that help our students become intellectually agile and emotionally resilient. 

In my new book, Storytelling With Purpose: Digital Projects to Ignite Student Curiosity , and companion course, Uncheatable Assessments , I share classroom-tested solutions to these problems—student created, multimedia research projects—that provide engaging, authentic learning experiences and cheat-resistant assessments.

What are Multimedia Research Projects?

Multimedia research projects are student-created, nonfiction digital stories in which students apply the skills and concepts from our curriculum as they make authentic products for audiences beyond the classroom. Instead of worksheets, tests, or essays, multimedia projects require students to put concepts from our curriculum to use answering their specific questions about the world or solving challenges in our communities. 

Unlike traditional high-stakes assessments, multimedia projects invite students to prove their knowledge and literally show what they know. I like to think of multimedia projects as STEM for the humanities, since they allow students to create a product (the story) for an end user (the audience) that strives to solve a problem (understanding of a topic). 

Multimedia research projects can take a variety of forms, and they are flexible enough to use in every subject area and grade level. Annotated photographs, oral history projects, data visualizations, infographics , and digital books are just a few options.

Multimedia Projects Discourage Cheating

Let’s face it: If a kid really wants to cheat, they’ll find a way. So instead of spending time and energy policing students, we can design assignments that disincentivize the desire to cheat in the first place.

Rote, tedious assignments—and those that have no clear purpose beyond getting a grade—set the stage for cheating, and when every student is expected to have the exact same answer, we’ve set ourselves up for failure.

Multimedia story projects prevent cheating because they embrace originality, personal connection, and purpose. Each multimedia project is one of a kind, students have agency to explore an aspect of a topic in ways that resonate with them, and it’s created with the purpose of sharing with an authentic audience beyond the classroom.

How Multimedia Projects Elevate Learning

Multimedia projects aren’t a nice-to-have reward once the “real” learning is done. They’re a rigorous learning model that has been proven to be more effective than traditional teaching and learning strategies. Research shows, for example, that deeper understanding occurs when we have to explain—or teach—concepts to others .

Multimedia digital stories are a type of teaching, since they require students to clarify their thinking and explain concepts clearly, concisely, and accurately to others. Multimedia projects are also based on the inquiry process , one that researchers find to be more effective than direct instruction.

These project-based learning assignments are intrinsically motivating. Students care about the result, know their hard work will help others, and are given the agency and responsibility to do so, which thereby elevates the quality and integrity of their work.

The process of creating stories also helps students develop the mindset and workflow they need to thrive in the future, such as discovering how to give and receive feedback , understanding the importance of context, and, most important, embracing wonder and curiosity as a strength. 

Examples of Multimedia Research Projects for Inquiry

Recently, one of my journalism students addressed an intersection in our ­community where drivers consistently ran stop signs. Once the story was published on our social media accounts, local police took notice and placed an officer at the intersection to issue tickets. Who knows whose life was saved or bodily injury avoided because of this ­student’s work?

In this “intersection” project, curiosity and purpose drove the learning, not the threat of grades. My student set a goal to make a difference by solving what he thought was a real problem through learning and sharing knowledge. And for these reasons, he had no ­motivation to cheat. 

With traditional strategies, the topic of pedestrian safety might have been assessed in a report, a class presentation, or even a test, all of which are “cheatable” (with or without the use of ChatGPT) and may demotivate students who struggle with writing, public speaking, or exams. Instead, the same curriculum was addressed, but kids became excited about the topic because they had agency over their learning and knew that their hard work would be put to good use to help others. 

Digital Stories for Every Classroom

Multimedia story projects can be completed using a variety of media across content areas, and most are an easy pivot from assignments you already have . Explainer videos, for example, can be a direct replacement for class presentations or essays; others, like oral history projects (podcasts), provide unique opportunities to hone public speaking and writing skills. 

The following are some quick-win projects I’ve used with students and teachers around the world that you can try right away.

Interview an expert. Using the audio recorder app on phones or tablets, or a videoconferencing tool like Zoom, have students interview an expert on a topic they’re currently learning about. Level up: Have students create a podcast by editing the interviews and adding voice-over commentary and music.

Skills learned:

• Qualitative research methods
• Public speaking and interpersonal skills
• Question development
• Scheduling meetings
• Importance of primary sources and expertise

Offer anthology projects. Websites and digital books give students a repository to collect multiple learning artifacts such as essays, photographs, audio recordings, data visualizations, and videos. This helps students create larger narratives that can make space for complex topics, provide opportunities for collaborative stories with multiple authors, or show the progress and change of a topic over time.

• Editing and curation
• Collaboration

Rigor and hard work can be synonymous with passion and purpose. We can and should enjoy working hard to achieve goals that are meaningful and for causes we care about. This is really the most important lesson our students can learn.

Multimedia & Technology Reviews

The ARLIS/NA Multimedia & Technology Reviews are available via the ARLIS/NA Commons.

About 

The ARLIS/NA Multimedia & Technology Reviews target projects, products, events, and issues within the broad realm of multimedia and technology related to arts scholarship, research, and librarianship. While assessing current products and projects, these reviews are also designed to engage the membership in a conversation about how technologies and multimedia are being or can be deployed within our profession and by our constituents. The reviews are published quarterly.  ISSN 2474-6673

For more information,  please email the co-editors.

For Reviewers

Multimedia & Technology Reviews targets projects, products, events, and issues within the broad realm of multimedia and technology related to arts scholarship, research, and librarianship. Topics range from traditional research databases and subject guides to films, mobile applications, video games, and online publications or projects.

You do not have to be a member of ARLIS/NA or a professional librarian to be considered  for a review assignment. However, we do expect all volunteers to have some writing experience and the ability to assess a resource with objectivity and professionalism. Be sure to familiarize yourself with the Multimedia & Technology Reviews’ Guidelines, Policies, and Submission Procedures. In addition, we welcome your suggestions for items to review; if you have a topic that you think should be reviewed,  let us know by filling out this form .

Reviewer Guidelines

While assessing current products and projects, reviews are designed to engage the membership in a conversation about how technologies and multimedia are being or can be deployed within our profession and by our constituents.

Please Note: The Editors do not want descriptions or overviews of how a given resource functions.   Some description is of course needed but the reviewer should always think critically about the design choices and ways in which to interact with the content. In some cases, a resource’s platform or a website’s look and feel may be surpassed by the quality of the content.  This is important to note. And if reviewing a relatively new resource, reviewers should be prepared to do a little research on the company, who the CEO is, what the mission, etc. This will be important if, in the reviewer's estimation, the resource does not meet the goal.

• Is the resource well-produced and executed effectively?
• Comment on the style and quality of the writing, presentation, or performance; are there similar works that can compare and are more or less successful?

Applicability

• Identify users who would benefit most from the given resource. If you cannot identify a particular audience or group of people that the resource might directly serve, explain why it is worth exploring by anyone.
• If a documentary, who might the target audiences be?
• If a mobile device app, who could it help?  

When applicable, the reviewer should evaluate the resource based on the following criteria:

• Is this a free resource or subscription-based?
• If subscription based, how is the pricing set?
• Does one have to establish an account in order to access the complete resource?
• In order to view the resource, is specific software needed?

User Experience

• Is the resource easy to navigate?
• Is the structure coherent and intuitive?
• Is the user able to customize any aspect of the resource?

Use of Media or Technology

• Does the chosen delivery platform make sense, i.e. the platform enables an experience that would not be attainable in another format such as a book, a physical exhibition, another type of media, etc.?
• Does the resource make effective use of the media platform chosen by the author/developer?
• Does the resource seem over/under designed?  

Each review should be between 550 and 600 words.

When possible, each review should be accompanied by at least one thumb-sized image, screen capture, or film still.  Reviewers will be advised if permission to reproduce images is necessary.  The ARLIS/NA Multimedia and Technology Reviews Co-editors will work with authors regarding image size and proportion.

Quick tips:

• numbers one through ninety-nine are spelled out; thereafter use Arabic numerals
• gender-neutral phrasing is preferred
• all titles of publications should be italicized, not underlined
• avoid the use of footnotes and/or endnotes

Review Policies

• All reviewers are required to complete the Publication Agreement Form for each published review.
• Reviewers must be able to complete their reviews in the time period assigned to them by their M&T Review Co-editor; if a submission is received after a deadline, the co-editors reserve the right not to include the review in the given publication cycle.
• Reviews are not to exceed 600 words unless special arrangements have been made with the appropriate co-editor.
• Reviews should start with either a bibliographic citation or title and resource URL
• Reviews will be attributed to the reviewer and include his/her title, place of employment, and contact information. An example follows: John Jones, Bibliographer Thomas J. Watson Library, Metropolitan Museum of Art ​[email protected]
• Co-editors reserve the right to not publish a submitted review if it does not adhere to the stated guidelines sufficiently in advance of issue publication.

Author / Creator Responses to Reviews: An author or publisher may respond to a ARLIS/NA Multimedia and Technology Reviews within six weeks of publication of the review. Reviewer responses should be limited to factual statements and corrections and may run no longer than 200 words. The Co-editors retain the right to refuse publication of all or part of the response in the case of inappropriate statements such as slander and verifiable mistruths. Upon receipt of a response, the Co-editors will notify the reviewer who will be given the opportunity to draft a response of no more than 200 words due two weeks from the date of receipt.

If the reviewer chooses not to respond, the author or publisher’s response will be posted on the ARLIS/NA Multimedia and Technology Reviews website. If the reviewer submits a response, the Co-editors retain the right to refuse publication of said response in the case of inappropriate statements, and may choose to publish only the author or publisher’s response. Upon acceptance of both responses the Co-editors will post both the response and the reviewer’s response simultaneously on the ARLIS/NA Multimedia and Technology Reviews website. No further responses will be solicited or accepted.

Submitting a Review

Reviewers will be paired with one of the Multimedia & Technology Reviews Co-editors. The reviewer will work directly with that co-editor, beginning with submitting the first draft copy to that co-editor.

Editing & Publication

All reviews will be edited by the ARLIS/NA Multimedia & Technology Reviews Co-editors who make all final editorial decisions. Reviewers will be able to preview their edited review before it is published. The  Chicago Manual of Style  should be consulted to resolve grammar and style questions.

Authors of reviews accepted for publication are required to submit a  publication agreement form .

Media & Technology Reviews (MTR) Editors

Virginia Kerr

Retired Head of Communications

Media & Technology Reviews (MTR) Co-Editor

Karina Wratschko

IT Project Manager

Matthew Garklavs

Electronic Resources Librarian

Abigail Walker

Collection Development Librarian

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University Library

Using Multimedia in your Research

• Types of Multimedia
• Using Multimedia

Ask a Librarian

About this guide

In today’s connected world, there is so much information surrounding us all the time. Not everything is presented through scholarly journals. This guide will introduce a couple of media platforms that can be used for research. We will go over images, videos and podcasts, and how you can use and cite them for research.

Why use multimedia?

Multimedia can be used in both putting your research together and presenting it to other people. Here are some of the advantages of using multimedia:

• Provides a wider range of expression and creativity for researcher 
• Accounts for diversity of dissemination methods and allows for knowledge not written about in scholarly journals to be used. Having the opportunity to publish in a journal may not be an option for many people. 
• More immediate than many scholarly articles, so may be useful for current topics
• More inclusive for a wider variety of voices—not just academics and researchers
• Makes your presentation more interesting for an audience
• Accounts for different learning styles—research about education tells us that not everyone prefers to learn the same way  and having visual/written/audio components aid learning

Scholarly article incorporating multimedia:  #TheJayZMixtape from Publishing Without Walls

Infographic about climate change and transportation:

• Next: Types of Multimedia >>
• Last Updated: Nov 8, 2023 3:52 PM
• URL: https://guides.library.illinois.edu/multimedia

RESEARCH AREAS

Step into the electrifying world of our Creative Multimedia Faculty’s research domains, where innovation ignites and creativity thrives! Uncover the secrets of Design & Creativity, craft sleek interfaces with Interface Design & Product Design, and dive into the art of persuasion with Advertising Design. Experience the magic of Animation & Visual Effects, explore immersive Virtual Reality worlds, and capture cinematic wonders in Video, Film Production & Cinematography. Immerse yourself in the boundless possibilities of Media Arts, revolutionize learning with Multimedia Learning & E-learning, and shape the future of human-computer interaction with Interaction Design. Feel the rhythm of innovation in Sound and Music, communicate visually through Visual Communications & Graphic Design, and unleash your imagination with Creative Content creation. Explore the intersections of technology and culture in Media, Culture & Humanities, infuse fun into education with Game & Edutainment, and navigate the digital landscape with Web, Mobile & Informatics research. Join us on an exhilarating journey where creativity knows no limits and innovation knows no bounds!

Looking for Research Supervisor or Subject Matter Expert?

Browse through our list of experts!

Design & Creativity

Area / Field: Creativity, Design Process, Creative Strategy, Design and Development Process, Design Research, Research Methodology. A research area focuses on the creative and design processes, strategies and methodologies, to facilitate the creation of quality and effective creative products, contents, applications and services. This area is also functioning to assist learners or practitioners towards the attainment of creativity in an art and design work / creation or programme. Prospect outcomes would be the acquisition of improved knowledge, techniques, and processes for creative and design processes and outputs.

Interface Design & Product Design

Area / Field: Usability, User experience, Interface Design, Human Factors & Ergonomics, Universal Design. Research and practice of usability and interaction design towards useful, usable, highly pleasurable and stimulating technologies, services and artifacts. This interdisciplinary research areas span the Sciences, Engineering, Design and Technology in bridging the digital and cultural divide. Area of research also seeking into a deeper understanding of human life itself, establishing symbiotic relationships between humans, environment and technology. The research area also considering the design of user interface that catered for various types of users, including people with bodily-disabled (hearing, visual, physical, and cognitive impairments), elderly and children.

Advertising Design

Area / Field: Advertising Design, Branding, Persuasive Design, Copywriting, Environment Design, Architectural Design. In this research area, the researchers are looking into the potential of the latest innovations of new media, multimedia and electronic media for the improvement of product and service advertising at the marketplace. Research of innovation theory and practice of advertising, creativity and innovation, basic marketing, media, and indirectly, research skills as well as the business acumen will also be explored.

Animation & Visual Effects

Area / Field: Animation (2D and 3D), Character Design and Development, Modelling, Texturing, Voice Acting, Visual Effects and Storytelling. Animation Design and Visual Effect Techniques are the research areas rely heavily on the art and science of utilizing computer graphics for creating animations and graphic works in various forms plus innovative stories or contents in it. The tools and techniques of animation art change constantly, due to ever-changing technology, computer hardware, updated software features, art trends and industry practices. This area of research explores the tools, techniques and potential use of various techniques and forms of computer art for the generation of animation for storytelling and content creation.

Virtual Reality

Area / Field: Virtual Reality, Visualization, Virtual Heritage, Simulation, Virtual Training, Augmented Reality, Space Design. This is a research area focusing on the improvement of human experiences through virtual, immersive or non-immersive environment. In this multimedia age, users are all exposed to a multitude of communication modalities. It is therefore increasingly important for the research to look into the innovating experiential design for various space or content with high level of interactivity. It is about evoking the emotion of the user through a given space, form, context, content and senses.

Video, Film Production & Cinematography

Area / Field: Media Production, Cinematic Arts, Film Production and Videography. Media tools or camera technologies for producing video, film or motion pictures have constantly improving. The area of research focuses on the media production processes (pre-production, production, and post-production), tools and technologies plus content innovation and content delivery platforms. Cinematography techniques have moving into digital means, and is now largely merging with videography. Research on cinematography also looking into new form of photography and new aesthetic techniques for telling greater stories.

Area / Field: Media Art, Aesthetic Media, Art Theory and Philosophy, Interactive Art and Curatorial Practice. This research area looks into the possibilities of expression through modern media, technology and culture, and how these relate to the artist and society. Aesthetic media research speculates on various problems that lie at the base of modern civilization through expression and social activities using media technology. Its activities include research, execution of practical design and art projects as well as engaging in scholasticism and criticism. Media arts research is an interdisciplinary research, scholarship, creation plus the curation of (new) media arts, and how these relate to society.

Multimedia Learning & E-learning

Area / Field: Multimedia Learning, E-learning, Mobile and Ubiquitous Learning, Instructional Systems Design, Organization Learning and Computer Assisted Learning. An evolving area of research due to the advancement of multimedia, learning technologies and learning ecosystems facilitated by the Internet or new media technologies. Media, contents, instructional strategies, learners, and instructors are getting more “sophisticated” for demanding a greater quality of theories, methods, media contents and delivery, etc for enriching learning experiences. Research on how learning can be improved for different group or age group of learners, in any form of content will also be looked into.

Interaction Design

Area / Field: Interactive Multimedia, Programming, Authoring and Scripting, Interactive System, Interactive Installation, Natural interaction, Multimodal interaction, Motion Detection and 3D Interaction Design. A core area of creative interactive design across various context of multimedia applications, such as interface design, media art, virtual reality or even media for advertising, interactive movies, or learning and knowledge management. Interactivity has been a common concept of improving the delivery of media contents or services. There are new and advance way of interaction to be looked into by the researchers. This area has the base on human computer interaction (HCI) and to provide research and innovation ideas for new or improved human-computer experiences.

Sound and Music

Area / Field: Sound and Music, Audio Design and Audio Visual. Sound is the core element of multimedia design and contents, but often neglected. This area of research explore the various potential of sound or audio design and applications for the improvement of communication and content creations. This form of media can be explored solely in research too.

Visual Communications & Graphic Design

Area / Field: Visual Communication Theories & Principles, Visual Research, Photography, Digital Capture, Digital Imaging, Computer Graphics, Illustration, Motion graphics, Graphic Design, 3D Graphics, Typography, Calligraphy, Fine art, Drawing, Painting, Comics and Interactive Comics. Being an important area of research for creative multimedia, visual communication emcompasses a wide range of studies or research into different media types or methods, or any combinations of these media types, such as digital imaging, graphic design, photography, illustration, motiongraphic, 3D graphics, typography, calligraphy, drawing, painting, fine art, comics, etc. The current state of theories and research in visual communication serve as a foundation for future scholarship and study in visual communications. New media has transformed the design, creation, and delivery of visual contents; research of visual communication looks into the innovative methodologies which extend traditional media format and addressing a more advanced or creative way of communications through many visual forms and channels as stated in those sub-areas of research.

Creative Content

Area / Field: Digital Archiving, Content Innovation & Creation, Digital Instructions, Content Reuse, Local Content, Documenting and Content Authoring. Content is the king. Content and context which are based on research is an important area to be explored. All media platforms carry content and context; local and cultural contents, content reuse, documentation and authoring of contents are the interest of many researchers in this area. Advanced technologies such as Web, mobile, social media, etc are used for improving contents storage, retrieval, processes, and delivery for various applications areas, such as teaching and training, edutainment, advertising, public awareness, etc.

Media, Culture & Humanities

Area / Field: Media & Humanities, Culture, Digital Culture and Heritage, Media History, Media Culture and Theory and Film Studies. This area of research focuses on knowledge and studies which is built based on multidisciplinary ideas of media, culture and humanities. This area myriad ways in which people from the past, present or different group of people do for their living, in relation with art, media and communications. Knowledge of these records of their experiences gives us the opportunity to feel a sense of connection to those who have come before us, as well as to our contemporaries. Important topics of media, art, culture and humanities will be explored. A reflection of human interests, values, satisfactions, and, more importantly, their larger social commitments to the society.

Game & Edutainment

Area / Field: Digital Game, Edutainment and Interactive Play. Game and play is a new idea for research and is gaining popular for its notions of engaging players of all ages. The theories of play and game has extended to many aspect of creation and applications including real life game play, gamification, social game, etc. Game contents, play strategies and interaction methods are also the interest of the researchers in this area.

Web, Mobile & Informatics

Area / Field: Web Design & Technologies, Internet Applications, Web Authoring, Web Informatics and Web Programming. Web and informatics is a discipline which also integrates with other creative media area such as Advertising Design, Knowledge Management, Media Arts, etc. Web is an invention that evolutionize the creative content creation and delivery. Web design and Internet based technologies is advancing from time to time and regulated by World Wide Web Consortium (W3C) to meet different demands of new technologies and delivery platforms. Therefore, this research area is also an area interested by the researchers for improving the creative and yet feasible delivery contents to the end users.

Address: Faculty of Creative Multimedia Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Selangor, Malaysia

Email: [email protected] Fax:+60383125554

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250+ Research Paper Topics for Art Lovers and Curious Minds

Table of contents

• 1 Argumentative Art Topics for Research Papers
• 2 Fun Art Research Ideas for Professional Writers
• 3 Controversial Art Research Topics
• 4 Gendered Roles in Modern Art Research
• 5 Art Topics for Research Papers: The Impacts of Technology
• 6.1 Themes in 21st Century Paintings
• 7 Ancient Art History Research Paper Topics
• 8 Art Research Topics on Different Cultures
• 9 Greek Art Research Paper Topics
• 10 Art Topics during the Byzantine Period
• 11 Medieval Art History Research Paper Topics
• 12 Renaissance Paper Topics
• 13 Research Paper Topics on the Baroque Era
• 14 The Impressionist Artistic Movement
• 15 The Modern Art Talk about Romanticism
• 16 The Art Influence of Mannerism
• 17 The Post-impressionist Art Movement
• 18 Surrealism in Art History
• 19 The Highlights of Cubism
• 20 The Avant-garde Art Topics
• 21 The Expressionist Art Movement
• 22 Topics on Dadaism
• 23 Pop Art Debate Topics
• 24 Art Education Research Topics in the 16th Century
• 25 Cool Art Ideas during the 17th Century
• 26 Research Papers on Art Produced during the 18th Century
• 27 The 19th Century Artistic Styles
• 28 The 20th Century’s Artistic Characteristics
• 29 Contemporary Art History Topics
• 30 Mexican Revolutionary Art Research Paper Topics
• 31 Architecture Research Paper Topics
• 32 Theater Research Paper Ideas
• 33 The Study of Photography as Research about Art
• 34.1 Art Topics Ideas Base on the Artists of the 18th Century
• 34.2 Artists of the 19th Century

Art has been a significant aspect of human civilization for centuries. From the earliest cave paintings to modern-day installations, art has served as a means of expression and communication. The study of art encompasses a broad range of disciplines, including art history, aesthetics, philosophy, sociology, and psychology. As such, the best controversial research paper topics within the field of art can be explored. This article aims to provide a comprehensive list of 250+ art topics covering various aspects of the discipline, including famous artists and artworks, art movements, theories and concepts, and social and political influences. These topics intend to inspire students and researchers before even choosing their favorite paper writing service and delving deeper into the complex world of art.

Argumentative Art Topics for Research Papers

Art has always been a recurring topic of debate, with different interpretations and perspectives on what it represents and its hidden meanings. From discussions on censorship and freedom of expression to art’s political implications, explore other possibilities in art.

• Write a Critical Analysis of Censorship Issues and How They Can Limit Artistic Freedom.
• Argue for or against Using Public Funds to Support Art and Institutions.
• Discuss the Ethical Considerations Surrounding the Cultural Appropriation of Symbolisms.
• Delimitate the Boundaries of the Tension between Art Commercialization and Artistic Expression’s Authenticity.
• Study How the Relationship between Art and Identity Is Explored and How It Can Shape and Express Individual and Collective Identities.

Fun Art Research Ideas for Professional Writers

Even the most skilled professionals need help developing fresh inspiration for art-related topics and finding research paper help . With this list, we want to inspire writers to explore new horizons, from unconventional art mediums to unusual artists.

• Graffiti Art: Exploring Its Significance and Evolution as a Legitimate Artistic Expression.
• The Impact of Street Photography and How Does It Capture the Essence of Modern Life.
• How Have Album Covers Influenced Popular Culture, and How Do They Reflect the Artistic Vision of Musicians and Artists?
• Analyzing the History and Wonders of Asian Art and Animation and Its Impact on Popular Culture.
• Find Out How Indigenous Art Explores Its Diverse Forms and How It Reflects on the Culture of Their Communities.

Need help with a research project in art? Get your paper written by a professional writer Get Help Reviews.io 4.9/5

Controversial Art Research Topics

Art has always been polarizing, sparking debates on various issues. Whether you’re an art student or an enthusiast, you’ll find excellent history research paper topics on this list.

• Examining the Limits of Expression through the Lenses of Artistic Freedom.
• The Power and Perils of Art Representing Marginalized Communities.
• What Responsibilities Do Collectors Have When Collecting Debatable Pieces?
• Reckoning with the past and the Controversial Legacy of Colonial Art.
• How Do Artists Navigate Appropriation through the Problematic Nature of Artistic Inspiration?
• Write an Argumentative Essay About the Use of Religious Imagery: Is It Blasphemy or Legitimate Creative Expression?
• Censorship: Protecting Public Morals or Inhibiting Creativity?

Gendered Roles in Modern Art Research

Historically male dominance in art has resulted in a limited representation of women. Few female artists are recognized for their contributions, bringing discussions on gendered roles in modern art to the forefront. Check out some fine arts research paper topics.

• Explore the Works of Frida Kahlo and Unravel Gendered Representations in Modern Art.
• The Impact on the Evolution of Feminist Art Generated by Tracey Emin’s Work.
• Research Marina Abramovic’s Pieces and Learn How She Pushed Boundaries on Gender and Performance Art.
• How to See beyond the Male Gaze through John Berger’s “Ways of Seeing” While Critiquing the Objectification of Fine Art.
• The Art of Challenging Conventional Female Roles by Agnes Martin.
• Take an in Depth Look at Cindy Sherman’s Gender and Identity Exploration in Contemporary Art.
• Defying Conservative Norms and Embracing the Body – The Visual Art of Kiki Smith.
• Learn More about the Rise of Women Artists in Modern Art Following the Artworks of Yayoi Kusama.

Art Topics for Research Papers: The Impacts of Technology

Technology has opened up several possibilities, from digital media and virtual reality installations to 3D printing, computer-generated imagery, or even an essay writing service . Look at some of the most interesting art topics that explore this relationship.

• Examine How Technology Has Enabled New Forms of Artistic Expression through Digital Art.
• Art Democratization: How Technology Has Made It Easier for Artists to Reach Wider Audiences.
• The Transformation of Experience and Interaction with Modern World Art through AR Technology.
• AI and New Art Forms: Potential to Challenge Traditional Notions of Creativity.
• Explore How New Social Media Platforms Have Transformed the Ways We Consume Art.
• How Can Digital Technology Preserve and Restore Deteriorating Works of True Art?

Interesting Modern and Contemporary Art Topics

From abstract Expressionism to Pop Art, contemporary artists have explored many creative avenues, resulting in thought-provoking works that challenge traditional notions of art. Check out some ideas for those who want to buy research papers about different epochs in Modern Art.

• Kandinsky, Pollock, and Rothko Pave the Path with the Force of Chaos and Calm.
• Artists like Banksy, Kruger and Weiwei Boldly Show Us How to Discuss Today’s Issues.
• Understand How Fairey, Botero, and Holzer Revolutionize the World through Art.
• Find Out Where Creativity Meets Technology with Arcangel, Utterback, and Lozano-Hemmer.
• Fashion and Art Become the Perfect Pairing: Warhol, Dali, and Haring Meet Saint Laurent, Schiaparelli, and Scott.
• Shattering Stereotypes – Chicago, Sherman, and Ono Challenge the Status Quo.
• Richter, Hirst, and Walker Demonstrate the Ongoing Relevance of Modern Art.

Themes in 21st Century Paintings

• Explore beyond the Representation of Identity in Kerry James Marshall’s “Untitled (Studio)” and Lynette Yiadom-Boakye’s “Mascara.”
• Use the Landscapes of David Hockney and Anselm Kiefer’s “The Field” to Reflect on Environmental Consciousness.
• Analyze the Works of Yinka Shonibare Mbe and Kara Walker’s “A Subtlety.” to Understand Global Visions and Cultural Exchange.
• Politics Occur in Street Art, Becoming Activism in Banksy’s Art and AI Weiwei’s “Sunflower Seeds.”
• Memory, Nostalgia, and Figurative Painting in the Works of Elizabeth Peyton and Lisa Yuskavage’s “Night.”
• “Untitled” by Cecily Brown and the Works of Gerhard Richter: Abstraction and Emotion.
• Technology in Contemporary Painting with Jenny Saville’s “Ancestors” and Stelarc’s “Third Hand.”
• Transcribed Gender and Sexuality in the Works of Nicole Eisenman’s “Procession” and John Currin’s “The Women of Franklin Street.”

Ancient Art History Research Paper Topics

The art of early civilizations is a testament to these societies’ creativity and cultural significance. Check out the best art topics for those interested in Ancient Rome, Mayan Culture, and African art.

• Explore the Development of Primordial Egyptian Art and Its Impact on Later Art Forms.
• The Significance of Art in Mesopotamian Civilization.
• Explore the Relevance of Ancient Chinese Art and Its Influence on the Following Centuries.
• Analyze the Evolution of Artworks in Old India and Their Relationship with Religion and Culture.
• The Role of Art in Mayan Society and Its Significance in Their Spirituality and Habits.
• The Development of Art in Mesoamerican Civilizations and Its Impact on Later Art Forms.
• Analyze the Symbolism of Motifs in Ancient Art and Its Historical Context.

Art Research Topics on Different Cultures

Each culture has unique artistic expressions that reflect its history and social norms. By delving into the art of various cultures, we can gain insights into how art shapes and reflects human experiences and choose exciting art history research topics.

• What Is the Role of Family and Community in Maori Art?
• The Tradition of African Art and Mask Making and Its Role in Identity Formation.
• Understanding the Symbolism and Meaning in Traditional Indian Textiles through the Colors of Culture.
• The Evolution of Japanese Woodblock Prints from Edo to Meiji Era.
• Try Looking for the Symbolism and Meaning in the Paintings of Raja Ravi Varma and Other Examples of Eastern Art.
• The Beauty of Symmetry: Geometry and Design in Islamic Art and Architecture.

Greek Art Research Paper Topics

Greek art is a rich and fascinating field of study that offers endless possibilities. Here is a list of art research paper topics exploring Greek artists’ diverse and complex world.

• Examine the Development of Sculptures from the Archaic to the Hellenistic Period.
• Analyze How Greek Artists Portrayed Gods, Goddesses, and Mythological Heroes.
• How Did Ceramics’ Significance in Daily Life Shape Pottery’s Role in Ancient Greece?
• Take an in Depth Look at the Use of Colour in Greek Sculpture, Painting, and Pottery.
• The Influence of Egypt on Greek Art and How It Impacted the Development of the Current Identity.
• Analyze How Women Were Represented and Their Role in Shaping the Cultural Context of the Time.
• Develop the Topic on the Symbolism and Representation of Animals in Greek Art and Mythology.
• Find Research Papers That Illustrate the Influence of Greece on Roman Art.

Art Topics during the Byzantine Period

Byzantine art illustrates the social context of that time, focusing on religious themes and having a close relationship between art and theology. Explore some of the most notable examples of Byzantine art, including mosaics and frescoes.

• A Study of the Architectural and Artistic Achievements of the Byzantine Emperor Justinian I.
• Compare Your Personal Impressions on the Similarities and Differences between Byzantine Art and the Pieces Created during the Renaissance.
• What Was the Importance of Ivory Triptychs in Byzantine Art?
• To Understand Illumination, Research the Byzantine Manuscripts and Their Decorations.
• Compare the Artistic Styles of the Byzantine Art and the Romanesque Period.
• Learn More about the Revival of Classical Artistic Techniques in Byzantine Art.

Medieval Art History Research Paper Topics

Medieval art is characterized by intricate designs, elaborate ornamentation, and religious symbolism, reflecting the time’s beliefs. In writing a research paper on Medieval art history, choosing the right topic allows an in-depth exploration of various aspects of this period.

• Examine the Development in the Representation of Religious Figures and Scenes in Medieval Artworks.
• Analyze the Artistry and Significance of Illuminated Manuscripts in Europe.
• Explore the Influence of Islamic Art on the Development of Medieval Paintings.
• Examine the Meanings and Representation of Animals and Their Significance in That Time’s Worldview.
• Deep Dive into the Techniques and Symbolism Used in Stained Glass Windows in Medieval Churches.

Renaissance Paper Topics

The Renaissance Era was a period of profound cultural rebirth that had a lasting impact on the development of Western art. New growing ideas started a revolution in paintings and sculptures that saw the emergence of new techniques and forms of expression.

• Exploring the Ideals of Humanism and How They Were Reflected on Art at That Period.
• Analyze the Revival of Classical Motifs and Themes in Renaissance Art.
• Write about the Use of Perspective during the Renaissance Era and Its Impact on the Representation of Space and Depth.
• Analyze How Women Were Represented in Art and Their Role in Shaping the Cultural Context of That Time.
• Patronage System during Renaissance: Individual and Institutions Support of Art.
• Examine the Rise of Artists-Genius, Such as Leonardo Da Vinci and Michelangelo, and How Society Perceived Them.
• Explore How Religious Themes Were Depicted in Renaissance Art.
• Start an Analysis of the Use of Allegory in Renaissance Art and Its Meaning in the Cultural Context of the Time.

Research Paper Topics on the Baroque Era

The Baroque era is known for its dramatic and ornate style, intricate ornamentation, and bold colours. In the following topics, we will explore some research paper key concepts related to the Baroque era.

• The Power of Light and Shade: A Study of Caravaggio’s Dramatic Use of Chiaroscuro.
• Carry an in Depth Analysis of the Religious Context of Baroque Art Presented in Murals and Paintings.
• The Triumph of Movement: An Analysis of Gian Lorenzo Bernini’s Sculpture and Its Dynamic Qualities.
• Study Female Portrayals by Artemisia Gentileschi and Judith Leyster and Learn More about the Role of Women in the Baroque Era.
• Baroque and Politics: The Relationship between Art and Power in 17th-Century Europe.
• Develop an Article about Trompe-L’œIl Painting in Baroque Art and Discover the Power of Illusion.

The Impressionist Artistic Movement

Impressionism is an art movement that emphasizes capturing the transient effects of light and colour in the natural world. By exploring the following art research paper topics, we will gain a deeper understanding of the significance of impressionism and its ongoing legacy.

• Understand Better the Concept of Time in Impressionist Paintings by Studying Some of Paul Cézanne’s Still Life.
• What’s the Relevance of Weather in Impressionist Work, and What Can We Learn from It?
• Discover the Importance of Motion in Impressionist Landscapes, According to Camille Pissarro.
• What Was the Reception of Impressionism in America, and How It Impacted Local Artists?
• Draw a Timeline of the Evolution of éDouard Manet’s Artistic Style.
• The Role of Race and Ethnicity in Degas’ Art: A Comparative Study of His Depictions of Black and Asian Figures.

The Modern Art Talk about Romanticism

Romanticism is an interesting topic characterized by a fascination with emotion, nature, and the individual. By examining the art nuances of Romanticism, we can better understand the cultural and historical context in which these works were created and appreciate its enduring influence.

• Evoking Awe and Terror in the Art of Caspar David Friedrich and J.M.W. Turner.
• Learn more about the occult in the works of Samuel Taylor coleridge and William Blake.
• Did the Portrayal of Femininity in the Works of Jane Austen, Eugène Delacroix, and William Blake Romanticize Women?
• Explore Turner and Wordsworth’s responses to the Industrial Revolution.
• Delacroix and the Impact of the French Revolution on the Romantic Movement.
• How Did Wordsworth and Goethe Portray Childhood?

The Art Influence of Mannerism

The Mannerist period followed the High Renaissance and preceded the Baroque era. Its highlights include the works of artists such as Michelangelo and Tintoretto, who created some of the era’s most beautiful and thought-provoking pieces.

• A Study of the Relationship between Artistic Style and Religious Change in Europe.
• Find Out More about Innovative Techniques and Styles Used by Mannerist Portraitists.
• Research about Michelangelo’s Influence on the Development of the Mannerist Style.
• Write an Article about the Innovations Employed by the Painter Bronzino.
• How Was the Relationship between Cellini and Michelangelo?
• A Comparative Study of Female Portrayals by Sofonisba Anguissola and Lavinia Fontana.
• Innovative Techniques Used by Mannerist Artists in Their Departure from Classical Tradition.

The Post-impressionist Art Movement

Post-impressionism was a reaction against the limitations of impressionism. They sought to expand the boundaries of art by exploring new techniques, emphasizing individual expression, and infusing their works with symbolic meaning.

• Examine How Post-Impressionist Painters Used Colour to Convey Emotion and Atmosphere.
• The Evolution of Pointillism from Seurat to Pissarro and Van Gogh.
• Discuss the Influence of Scientific Theories on the Development of Post-impressionist Painting Techniques.
• The Influence of Music on Gauguin and Kandinsky’s Post-impressionist Works.
• What Was the Legacy of Post-impressionism in the Paintings of Fauvists and Expressionists Such as Vlaminck and Nolde?

Surrealism in Art History

Surrealism sought to challenge the rationality and logic of Western thought, emphasizing the power of the unconscious mind. Surrealist artists sought to create works that blurred the lines between reality and fantasy.

• Breaking Barriers and Boundaries: Feminist Critique of Surrealist Art.
• How Did Surrealism Represent Sexuality and Desire in Its Artworks?
• Dreams and the Unconscious: Surrealism’s Gateway to the Psyche.
• What Was the Role of Surrealism in the Construction of Gender Identity?
• From Art to Advertising: Surrealist Techniques in Marketing.
• How Did Surrealism Represent the Non-human?

The Highlights of Cubism

Cubism is an art movement where Pablo Picasso and Georges Braque revolutionized traditional forms of representation by breaking down objects into geometric shapes. Here are some ideas of themes for your next art research paper regarding Cubism.

• Study the Impacts of Cubist Paintings on American Artists Such as Stuart Davis and Charles Demuth.
• The Role of Cubism in Modern Graphic Design: A Comparative Analysis of the Work of Cassandre and Moholy-Nagy.
• The Relationship between Cubist Art and Literature and How It Influenced the Trajectory of James Joyce and Gertrude Stein.
• A Comparative Study of the Depiction of Time in the Paintings of Picasso and Braque.
• Find Out How Jazz and African Rhythms Influenced the Development of Cubism.

The Avant-garde Art Topics

The Avant-garde art movement pushed art boundaries, experimenting with new techniques, materials, and subject matter. In these topics, college students can explore the critical characteristics of this art style.

• What Was the Role of Marcel Duchamp in Shaping the Avant-Garde Movement?
• Learn More about Kazimir Malevich’s “Black Square” Significance in Avant-Garde Art.
• How Did the Work of Francis Picabia Challenge Traditional Notions of Art and Beauty?
• Examine the Impact of Futurism on Avant-Garde Art through the Creation of Umberto Boccioni.
• Understand the Use of Technology in Avant-Garde Art through the Work of Nam June Paik.

The Expressionist Art Movement

Expressionist artists sought to convey intense emotions through their works, rejecting traditional forms of representation in favour of abstraction and distortion. This list will explore the critical characteristics of Expressionism, examining its cultural and historical context.

• What Was the Influence of Expressionism on Abstract Art: From the Work of Rothko and Newman.
• Nature in Expressionist Art: A Survey of the Creation of Emil Nolde and Ernst Ludwig Kirchner.
• Deep Dive into German Expressionism’s Impact on Modern Art Development.
• Expressionism and the Representation of War: A Comparative Analysis of Dix and Grosz’s Depictions of World War I.
• Analyze How Religion Existed in the Expressionist Movement, Englobing Marc Chagall’s Work and Its Relationship to Mysticism.

Topics on Dadaism

The Dadaist era was famous for its irreverent humour and rejection of logic and reason. By reviewing the Dadaist age, we can better understand how art can be used as a social and political critique.

• A Study of the Use of Humor in the Work of Duchamp and Ernst during Dadaism.
• How Was the National Identity Represented in Dadaism in the Work of Huelsenbeck and Grosz?
• Trace the Dadaist Roots in the Cultural and Political Context of the Early 20th Century.
• Analyze How Dadaists Turned Chance and Accident into Creative Tools.
• Examine How Artists Used Collage and Photomontage to Challenge Traditional Notions of Art during Dadaism.
• Trace the Journey of Francis Picabia’s Shifting Style in the Dada Movement.
• Marcel Duchamp’s Readymades and the Subversive Legacy of Dadaism.

Pop Art Debate Topics

Pop Art is a visual arts movement that appropriated popular cultural imagery and techniques, challenging traditional fine art concepts. With their lasting influence, these art epochs are exciting topics for research papers for college students.

• How Did Pop Art Reflect and Critique Consumer Culture and Consumerism?
• Analyze the Art and Influence of Andy Warhol and How He Contributed to the Development of the Movement.
• How Did Pop Art Appropriate and Recontextualize Advertising Imagery?
• Examine How Female Artists Contributed to Pop Art and How They Challenged Traditional Gender Roles.
• How Did Roy Lichtenstein Contribute to Developing Graphic Novel-Inspired Imagery in Pop Art?
• Analyze How Pop Art Has Influenced and Been Influenced by Digital Media.
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Art Education Research Topics in the 16th Century

• Discover the Artistic Innovations of Bruegel, Bosch, and Dürer in the Northern Renaissance.
• Why Was the Artistic Response to the Catholic Church’s Reforms Called Counter-Reformation Art?
• Venetian Renaissance: The Colorful and Opulent Art of Titian, Tintoretto, and Veronese.
• Emphasize the Artistic Achievements of Rembrandt, Vermeer, and Hals.
• What Did the Spanish Golden Age Contribute through the Work of Velázquez, Murillo, and Zurbarán?
• Understand Mannerist Architecture and Its Ornate and Playful Buildings of Italy’s Palladio, Vignola, and Scamozzi.
• What Happened When Rococo’s Lavish and Ornamental Style Was Present in Boucher, Fragonard, and Watteau’s Work?

Cool Art Ideas during the 17th Century

• The Realistic and Genre Scenes of Rembrandt, Vermeer, and Hals in Dutch Baroque.
• The Theatrical Style of Poussin, Le Brun, and Lorrain of the Baroque Period in France.
• Naturalistic Art in the Flemish Baroque of Rubens, Van Dyck, and Jordaens in Flanders.
• The Emotive and Dramatic Style of Caravaggio, Bernini, and Borromini in the Italian Baroque.
• The Revival of Classical Antiquity in European Art and Design through Neoclassicism.
• The Mastery of Detail in the Dutch Still Life Paintings by Willem Kalf, Pieter Claesz, and Rachel Ruysch.
• Illustrating the Contrast of Light and Dark in the Paintings of Velázquez and Zurbarán.
• Flemish Still Life Painting: The Richness in the Works of Jan Davidsz de Heem, Clara Peeters, and Osias Beert.

Research Papers on Art Produced during the 18th Century

• The Ornate and Playful Rococo Art by Watteau, Boucher, and Fragonard in France.
• The Revival of Classical Antiquity in European Art, Architecture, and Design in the Rising of Neoclassicism.
• Depictions of Natural Beauty by Gainsborough, Constable, and Turner in 18th-Century British Landscape Paintings.
• The Development of a New Style in Portraiture, Landscape, and Still Life Painting in American Colonial Art.
• Intricacy and Elegance of Porcelain, Jade, and Lacquer Ware Developed during the Qing Dynasty in China.
• Discover Indian Miniature Painting through Its Colorful and Narrative Art of Mughal and Rajput Courts.
• The Use of the Contrast of Light and Dark in the Spanish Baroque, Illustrated by the Works of Velázquez and Zurbarán.
• Extravagant and Sensuous Italian Rococo Paintings by Tiepolo, Guardi, and Canaletto in Italy.

The 19th Century Artistic Styles

• Understand the Depiction of Everyday Life and Social Issues through the Realism of Courbet, Millet, and Daumier.
• The Curvilinear and Organic Designs of Art Nouveau in European Architecture and Decorative Arts.
• Find Out What Is behind the Mystical Art of Moreau, Redon, and Klimt.
• The Romantic and Medieval Style in Painting, Poetry, and Design in the Pre-raphaelite Period.
• Study the Hudson River School and the Landscape Painting Movement Focusing on Cole, Church, and Bierstadt.
• The Exotic and Colorful Japanese Woodblock Prints of Ukiyo-E, with Focus on Hokusai, Hiroshige, and Utamaro.
• Academic Classicism Focused on the Preservation of Traditional Techniques, Emphasizing on Bouguereau, Gérôme, and Leighton.
• The Bold and Vibrant Use of Color in Fauvism by Matisse, Derain, and Vlaminck.

The 20th Century’s Artistic Characteristics

• The Breaking Down of Reality and Perception in Cubism by Pablo Picasso and Braque.
• The Works of Munch, Kirchner, and Schiele Show the Emotion and Inner Feelings in Expressionism.
• The Celebration of Technology, Movement, and Modernity through Futurism by Boccioni and Balla.
• The Large-Scale and Gestural Art Movement by Jackson Pollock, Rothko, and de Kooning during Abstract Expressionism.
• The Simplification and Reduction of Form in Minimalism, with Focus on Judd, Flavin, and Andre.
• The Emphasis on Ideas over Aesthetics Inspired Conceptual Art Constructed by Kosuth, Weiner, and Acconci.
• The Return to Figurative and Emotional Art in Neo-Expressionism with Focus on Basquiat, Schnabel, and Kiefer.

Contemporary Art History Topics

• How the International Art Market Is Changing the Art Landscape through Globalization.
• Examine the Continuing Impact of Pop Art on Contemporary Art Practices.
• Explore the Relationship between Street Art and Mainstream Art Institutions.
• How Are Artists Using Their Work to Address Race, Gender, and Sexuality?
• Examine How Painters Incorporate New Technologies and Techniques into Their Work.
• Analyze How Performance Art Challenges Traditional Notions of Art and Audience Participation.
• Explore How Contemporary Artists Challenge the Status Quo and What Constitutes Art in the Last Centuries.

Mexican Revolutionary Art Research Paper Topics

The Mexican Revolution was a significant political change in Mexico. Revolutionary art emerged as a powerful tool for propaganda and expressed the hopes and aspirations of the Mexican people. These themes exemplify some of the most interesting paintings to write about.

• Art Contribution to the Mexican Revolutionary Movement.
• Analyze How Artists Portrayed Revolutionary Heroes Such as Emiliano Zapata and Pancho Villa.
• Examine How Muralists Such as Diego Rivera, David Alfaro Siqueiros, and Jose Clemente Orozco Used Art to Promote Social Change.
• Artists’ Representation of Indigenous People during the Revolutionary Period.
• Explore How Mexican Revolutionary Art Has Influenced and Inspired Artists in Mexico and Beyond.

Architecture Research Paper Topics

• An Analysis of Organic Forms and Materials in Santiago Calatrava’s Designs.
• Write a Critical Analysis of Zaha Hadid’s Visionary Designs.
• Examine How Shigeru Ban’s Designs Address Social and Environmental Challenges.
• Build a Historical Overview of the Green Building Movement and Its Influence on Contemporary Architecture.
• Analyze the Effects of Colonialism on the Built Environment of Former Colonies.

Theater Research Paper Ideas

• Carry an Examination of the Role of Emotion and Empathy in Theater Performance.
• Start a Comparative Study of Emerging Trends and Innovations in Contemporary Theater Production.
• Analyzing the Legacy of Ancient Dramaturgy on Modern Performance.
• What Are the Techniques and Styles of Julie Taymor and Her Impact on Modern Stagecraft?
• The Political Satire of George Bernard Shaw: An Examination of His Use of Humor and Wit in Social Critique.

The Study of Photography as Research about Art

• What Is the Relationship between Photography and Memory, and How Do Photographs Shape Our Perceptions of the Past?
• How Did Modern Society Revolutionize the Use of Photography in Advertising, and What Are the Effects on Consumer Behaviour?
• The Intersection of Photography and Architecture: How Photographers Capture the Urban Environment.
• Discover the Role of War Photography in Documenting and Promoting Social Justice.
• Analyze How Photos Can Be Used as a Tool for Scientific Research and New Technological Discoveries.
• The Rise of Digital Photography and Its Effects on the Field.
• Explore How Photographers Portray and Challenge Traditional Gender Roles and Identities in Contemporary Photography.

Artist Biography Ideas

• Vincent Van Gogh: The Tragic Life of a Misunderstood Artist.
• A Biography of the Groundbreaking American Impressionist Painter, Mary Cassatt.
• Diego Rivera: The Life and Work of the Revolutionary Mexican Muralist.
• Learn More about the History and Art of the Bold and Trailblazing Baroque Painter Artemisia Gentileschi.
• AI Weiwei: The Activism of the Contemporary Chinese Artist and Dissident.
• The Artistic Legacy of Gustav Klimt, the Austrian Symbolist Painter.
• Frida Kahlo: The Work of the Iconic Mexican Surrealist Artist.
• What Are the Most Interesting Parts of the American Neo-Expressionist Painter Jean-Michel Basquiat Journey?

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Art Topics Ideas Base on the Artists of the 18th Century

• Explore the Satirical Art of the British Painter and Printmaker William Hogarth.
• How Was the Life of Rococo and French Artist Jean-Honoré Fragonard?
• Thomas Gainsborough: The Artistic Legacy of the English Portrait Painter.
• What Were the Achievements of the Swiss-English Neoclassical Artist Angelica Kauffman?
• Understand How the French Revolution Was Seen through the Artistic Vision of the Painter Jacques-Louis David.
• The Hidden Meanings behind the English Portrait Painter Joshua Reynolds.
• What Was the Artistic Legacy of the Pioneering French Portrait Painter éLisabeth Louise Vigée Le Brun?

Artists of the 19th Century

• Gustave Courbet: The Artistic Vision of the French Realist Painter.
• The Sculptures of Auguste Rodin and His Legacy in 19th-Century France.
• What Were the Artistic Achievements of the American Portrait Painter John Singer Sargent?
• Get a Grasp of the Legacy of One of the Most Iconic French Modernist Painters, éDouard Manet.
• How Was Impressionism Present in the Body of Work from French Impressionist Painter Pierre-Auguste Renoir?
• Mary Cassatt: The Artistic Contributions of the American Impressionist Painter.
• Find Out More about the History behind the Evolution of the French Post-impressionist Painter Paul Gauguin.

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Multimedia Research Papers Topics

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Multimedia Research Papers topics

25+ Compelling Titles or Topics for Multimedia Research Papers

Multimedia is one of the forms of media that involves a combination of video, text, animation, interactivity, audio etc. If you have been assigned to write this research paper and looking for best interesting multimedia resear papers topics then you must have a complete knowledge about the latest multimedia trends rolling in the market and all the required information but before that it is necessary that you decide a topic for your multimedia research paper.

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• A new boom of multimedia journalism
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Research snapshot: examining the impact of negative media coverage on lgbtq+ young adults.

Posted by Mary-Lou Watkinson on Tuesday, September 17, 2024 in News Story , Research .

Kirsty Clark , assistant professor of medicine, health, and society , studies mental health disparities impacting LGBTQ+ populations through her lab. The Clark Lab then develops evidence-based interventions to disrupt the course of such disparities.

Clark recently published research in JAMA Pediatrics that explores the effects of negative news and media coverage on the intensity of suicidal thoughts in LGBTQ+ young adults. Funded by the National Institute of Mental Health, Clark shares the results of her research, the impact it may have on the LGBTQ+ community, and implications for public policy.

Q: What issue does your research address?

A: Our research addresses the role of exposure to negative news and media—like a news headline, a television advertisement, or a social media post—on the heightened risk for suicidal thinking among LGBTQ+ young adults in Tennessee. In the past few years in the U.S., over 1,000 bills have been introduced at the state level targeting the rights and visibility of LGBTQ+ people. Here in Tennessee in 2023 and 2024 alone, the state legislature introduced more than 70 anti-LGBTQ+ bills and passed more than 20 into law, making Tennessee a nation leader in anti-LGBTQ+ laws and policies. Many of these laws and policies have been coupled with a large amount of negative news and media coverage in local and national news outlets, in print, on television, and online. We used a novel research design that allowed us to capture in real time exposure to negative news or media and suicidal thinking. We recruited a sample of Tennessee-based LGBTQ+ young adults aged 18 to 24 with histories of suicidal thinking and mild depressive symptoms. Participants in our study answered short surveys three times per day for 28 consecutive days via a smartphone app. Through these short surveys, we captured participants’ very recent exposure to negative news or media, whether the news or media was related to LGBTQ+ people or topics, as well as participants’ current levels of suicidal thinking when they answered each survey. Our technology-based approach provided much more granular evidence on suicidal thinking and its risk factors than had been previously gathered from LGBTQ+ young adults.

Q: What were your findings?

A: Our main finding was that levels of suicidal thinking increased in the hours immediately following exposure to LGBTQ+ negative news or media, but not following exposure to general negative news or media unrelated to one’s identity. This finding underscores the critical role of exposure to identity-related negative news or media on real-time fluctuations in suicidal thinking among LGBTQ+ young adults in Tennessee. When we dug into factors to help explain our main finding, we found that participants’ real-time expectations of rejection—how worried they were about being rejected or discriminated against for their LGBTQ+ identity—explained some of the relationship between real-time exposure to LGBTQ+ negative news or media and increased suicidal thinking.

Q: What impact might your findings have on the LGBTQ+ community?

A: This study provides additional evidence supporting the growing body of research demonstrating the harmful effects of anti-LGBTQ+ laws and policies on the mental health of LGBTQ+ young people. It underscores the urgent need to strengthen support systems for LGBTQ+ youth, especially in places like Tennessee, where there is significant negative public discourse around LGBTQ+ topics. As the November presidential election approaches, the likelihood of intensified negative news and media coverage regarding LGBTQ+ people and policies increases. This makes it crucial to ensure robust support for LGBTQ+ youth to prevent and address suicidal thoughts across mental health care settings, at home and at school. Mental health care providers should proactively inquire about LGBTQ+ young people’s exposure to negative news and media and practice coping strategies. It’s essential for parents of LGBTQ+ youth to be aware of these mental health risks, and to offer additional support and affirmation. Educators and school counselors should also recognize the heightened vulnerability of LGBTQ+ youth during periods of intense media coverage and seek to provide safe spaces, such as Gender-Sexuality Alliances, where these young people can come together to build confidence and pride. It is important that we work together to build esteem, belonging, and empowerment throughout LGBTQ+ young people’s everyday lives.

Q: What additional research might be conducted because of your findings?

A: First, I think an important direction for future research is to study the role of exposure to positive and affirming news, like stories of LGBTQ+ youth thriving, and on potentially improving mental health factors like hope and self-esteem among LGBTQ+ young people. Second, in the next step of this study, which we are launching very soon, my research team will be interviewing mental health providers and digital intervention experts about how this kind of real-time data could be integrated into clinical care to better support LGBTQ+ young people receiving mental health services. We are looking forward to continuing to explore possibilities for real-time data collection in improving mental health research and intervention to support LGBTQ+ young people.

Looking Ahead

In September, Clark and her collaborators at Vanderbilt University Medical Center, the University of Southern California, and Washington University in St. Louis were awarded a $2.5 million grant from the National Institute of Mental Health to continue this program of research to understand and prevent LGBTQ+ youth suicide risk. In this newly funded grant, Clark and her team will focus on LGBTQ+ preteens (9–12) to understand the trajectories of risk and protective factors in an earlier stage of development.

Tennessee offers a variety of resources to support LGBTQ+ youth and their families. There are also many nationally available resources if you are experiencing distress, have thoughts of suicide, or want to learn how to support a friend:

• The Trevor Project : Talk to an LGBTQ+-trained counselor 24/7.
• 988 Suicide & Crisis Lifeline : LGBTQ+ people under 25 can access 24/7 LGBTQ+ support on 988.
• Now Matters Now : Provides skills and support for coping with suicidal thoughts.

Read the full paper in JAMA Pediatrics .

Tags: Kirsty Clark , LGBTQI , Medicine Health and Society

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Disability, Equity, and Mental Health Research Webinar Series: Transforming Mental Health Disability Research Through Lived Experience Leadership and Co-Production

August 8, 2024

BESHAUN DAVIS:   Thank you all for attending.  Good afternoon, good morning, good whatever time it is where you are.  I know we're all in very different time zones perhaps.  I wanted to go ahead and kick this off by welcoming you all to our first webinar in our inaugural Disability, Equity, and Mental Health Research Webinar Series hosted by the Office for Disparities Research and Workforce Diversity at the National Institute of Mental Health. 

The main goal of this webinar series is to explore disparities in mental health outcomes for people living with disabilities, and our main goal with this series was to bring together a diverse panel of researchers, advocates, and people with lived experience to discuss the intersection of disability, mental health, and race and the role of pervasive ableism on the mental health of individuals with disabilities. 

To kick off today, we'll have a webinar hosted by Dr. Nev Jones, which will focus on understanding frameworks ‑‑ it says that someone can't hear me.  Can folks hear me?  Okay.  People can hear me.  Just wanted to make sure. 

To start, today's webinar will focus on understanding frameworks and methods for meaningful inclusion of people with lived experience ‑‑ meaningful inclusion and leadership of people with lived experience in the research process. 

My name is Dr. Beshaun Davis, and I'm the program director for Minoritized Populations Mental Health Research in the Office for Disparities Research and Workforce Diversity.  So on behalf of NIMH and ODWD, we're very pleased to welcome Dr. Jones to kick off our webinar series. 

Dr. Jones is a rising associate professor in the Department of Social Work at the University of Pittsburgh.  Her work is grounded in her personal and family experiences of schizophrenia and associated experiences with mental health services.  Dr. Jones is a thought leader and champion of participatory methods in the integration of co‑leadership of individuals and families directly impacted by psychiatric disability and the research, policy, and implementation of mental health services. 

She currently leads studies focused on early psychosis, community‑based SMI services, poverty and unemployment.  A really strong example is her NIMH R01 focused on understanding factors influencing decisions to apply for social security and disability benefits in young people with early psychosis and the impact of these benefits on career development. 

I'm very delighted to welcome Dr. Jones and to hear her presentation today. 

Before we kick off Dr. Jones' presentation, I just want to note this is the first in our webinar series.  Our next one will be on ‑‑ excuse me.  Our next one will be on September the 9th at 2:00 p.m., and that will be by Dielle Lundberg and Dr. Jessica Chen on the Framework for Understanding Structural Ableism in Health Care. 

So I'm going to be quiet, and I'm also going to put a link to the next webinar in the chat.  Without further ado, I'll hand it over to Dr. Jones. 

NEV JONES:   Thank you so much, Dr. Davis.  It's really a joy to be here, and I really want to thank the Office of Disparities for their incredible work and obviously Dr. Davis' leadership in putting together what looks to be a really incredible webinar series.  I hope folks keep coming back to see these and engage. 

I will go ahead and share now.  I have left a fair amount of time, a good chunk of time for Q&A.  So please definitely kind of, as I'm going through, put your questions using the Q&A function. 

Always slower to share PowerPoints than it should be.  Just diving in, I'm going to say a few words about myself, intro, but then kind of divided this up into three parts. 

Part I, I'm going to provide brief definitions, discussion of kind of key terms in this area, and then try to provide a bit of philosophical grounding for why lived experience and disability involvement and leadership in research matters, and philosophical grounding with a bit more kind of teeth than just sort of it's nice to add people on and to include some level of consultation.  Kind of really that speaks more to if we actually care about science in the deepest sense, we have to be doing this, and we have to be engaging actually with knowledge generated through lived experience in a deeper way. 

Part II briefly then I just want to talk about the landscape of participatory approaches and also how we might think about leadership development, barriers, and solutions ‑‑ again, kind of briefly ‑‑ to some of the more common problems that we see in the participatory research space. 

A little bit of international context, and I know there are probably some folks on this webinar who are based outside of the U.S.  My audience is kind of primarily U.S.‑based researchers in terms of who I'm speaking to, but I think there's a lot that we can learn from some of what's happened in other countries, and also it's not always a matter of it's perfect elsewhere and problematic here.  As things kind of advance, grow, and expand anywhere, there are also often problems and challenges associated with that growth.  So I'll talk about that a little bit. 

Then kind of back to the U.S., here we are, this is NIMH kind of leading the way in 2024, which is incredibly exciting.  So just sort of some select kind of resources, ways that folks can connect in more, and I think actually a pretty optimistic message at the end about there's a lot we have going for us, there's a lot we can kind of start to build on in a more systematic way. 

Here's me with a few of my doctoral students and in my office.  I really kind of got my start in this space through kind of lived and family experience and sort of kind of deep immersion in the system, in the context specifically of diagnosis of schizophrenia and sort of all that goes along with that or can go along with that in terms of the level of intensity of treatment, involuntary and voluntary hospitalization, et cetera. 

I also, because I was in an early, early psychosis, or what we call a coordinated specialty care program, got funneled into some research projects very early on, and that was at least part of what lit a fire under me in terms of the research component of all of this. 

Then I went back to school and have been kind of working in this space, in the mental health services research space ever since.  I have also done a lot of things on the side or sort of forays into adjunct spaces.  I work for the State of California in a policy leadership role.  I worked at a mental health agency in the San Francisco Bay area as a director of valuation and kind of quality improvement. 

Then I have co‑founded, co‑led two different regional Hearing Voices networks and also have done a tremendous amount of direct peer support and family support work focused on experiences labeled as psychosis specifically. 

As a researcher, mixed methods, so always that qualitative component as well as kind of participatory aspects of integration of a much broader set of folks and perspectives than I myself could possibly hold, have learned and continue to learn and learn and learn about what is happening in the United States in these spaces and what it might really take to really kind of change some of the areas of really deep inequality, injustice academically, what we call poor outcomes or really unacceptable outcomes, unacceptably bad outcomes in terms of people's lives. 

Then with that, with those kind of intro words in place, moving on to some definitions and then the kind of more conceptual grounding. 

Lived experience is a term that we see being used more and more widely, and it's certainly not only used in the mental health space.  Various minoritized communities have kind of taken up the language of lived experience.  Even when we are talking specifically about mental health, in a sense, when we just use the word lived experience in general, we're talking about a very broad umbrella or invoking a very broad umbrella. 

Certainly all kinds of people experience mental health challenges of one kind or another, especially maybe more transient mental health challenges.  We know from some of the epidata just on teenagers, on adolescents, that the majority, some estimates are as high as 60 percent to 70 percent of adolescents experience what gets referred to as clinically relevant depression. 

In some sense, lived experience of mental health challenges is more the norm than not.  Simultaneously, of course, there are many kind of conditions, experiences, and intersections that are seriously, seriously underrepresented in the research and policy workforce and that are insufficiently present in a way that could really kind of reshape research and policy agendas more meaningfully. 

These are just some examples:  Long term serious psychiatric disabilities, highly stigmatized diagnoses like schizophrenia.  The research is sort of replete with evidence of how stigma against schizophrenia has actually been worsening decade on decade, and there are very, very high levels of experienced discrimination in educational and work settings, among others. 

Intersecting experiences of what I think kind of goes by the hashtag disability poverty and structural racism and various forms of system involvement.  So folks who are really experiencing these intersections end up incredibly underrepresented, and I think often the priorities that stem from really experiencing these intersections of systems and kind of social attitudes are really underrepresented. 

Experiences of the loss of rights due to disability or mental illness.  So some of the more severe and frankly more carceral consequences of mental health or psychiatric diagnoses are underrepresented, I think, among folks who are making decisions about what research matters and what to prioritize. 

Then, again, going along with kind of long term psychiatric disabilities, experiences of long term and/or intensive service use.  So examples of that could be experiencing high doses of anti‑psychotics for very long periods of time, actually experiencing LAIs, or long acting injectables, the injectable form of anti‑psychotics, intensive case management, assertive community treatment.  So a lot of stuff that especially in public sector mental health services research gets studied, but we don't have folks in the research workforce who have actually experienced those same interventions, or we have very few. 

So lived experience, it is a big umbrella, but that doesn't mean that it isn't really critically important to think about the particular areas in which we see sort of the most significant underrepresentation, sort of decentering, marginalization of perspectives that stem from certain experiences, and it's not just kind of all the same. 

Lived expertise is a term that I think we've been seeing a lot more of in the last couple of years.  So the idea behind lived expertise is that you're taking kind of lived and living experience in combination with other areas of experience and work that are not disconnected from the lived experience.  So that could be advocacy and activism.  So is somebody who maybe originally on the basis of their personal experience but has accrued a wealth of experience actually organizing communities, organizing for change, learning policy, et cetera.  Also, work experience that could be in a more formal, less grassroots kind of setting, but as policy, as research, program development, whatever it might be. 

The education in question here might be formal or informal or a combination of both, but sort of the point is that lived experience is a critical piece, and it's then that lived experience infusing and becoming integrated with experiential knowledge and skills in areas relevant to really kind of advancing social change. 

Psychiatric disability then, and this webinar series has an explicit sort of not just psychiatric disability, but spectrum of disability, cross‑disability kind of frame.  So I wanted to kind of pull out psychiatric disability specifically because there has historically been some degree of tension between the mental health side of kind of organizing grassroots activism and other aspects of kind of cross‑disability advocacy, which historically, like the independent living movement, started really more around physical disabilities, and you have a lot of work that's developed in the intellectual and developmental disabilities space, and not everyone on the mental health side has embraced the language of disability.  I think we see more of that in sort of younger generations, but there's a range of views. 

At the same time, I think in the U.S. certainly, social welfare and civil rights legislation protects any of us, protects individuals on the basis of disability.  That is the legal ‑‑ right?  That's the legal frame for the sort of rights and protections that we experience as a result.  And that includes the Rehabilitation Act, the Americans With Disabilities Act, the Social Security Act, so people's claim to SSI or SSDI in the United States.  It means that de facto in some way a very large number of people, very large number of people with mental health challenges meeting criteria for disability are being served by and encompassed under disability‑based and disability‑driven systems. 

And I say this also in part to really emphasize the importance of NIH's recognition of disability conditions as inclusive of psychiatric disabilities and disabled individuals as a health disparity population.  As many of you probably know, this is new.  This just has happened within the last year in terms of NIH actually formally designating disability or disabled individuals as a health disparity population. 

So really, really important to also kind of think about this disability frame explicitly when it comes to mental health. 

So now I'm just kind of segueing from those kind of key terms to more of the philosophical grounding.  One of the places I think that kind of participatory researchers, methodologists working in the participatory space, go is to a body of work that is called standpoint epistemology.  So in Bowell's kind of summary version of standpoint epistemology, there's three core claims that I modified a little bit here.  One that knowledge is socially situated:  Knowledge about relationships, knowledge about power relations, knowledge about systems like SSI or the criminal legal system, et cetera, that knowledge is socially situated.  We see things differently depending on our own vantage point, depending on how we have come to experience and know things. 

Marginalized groups simultaneously tend to be socially situated in ways that do not guarantee, right?  So there's no just guarantee, but as a general rule, make it more possible for them to be aware of things impacting their group and asking questions than it is for the dominant group.  So when you are on the sort of receiving end of oppression, marginalization, on the receiving end of services maybe in a more benign way, you are experiencing things in a different way that raise different questions that can be, of course, formalized as different research questions that may highlight structures and relationalities involved that are really, really critical that may complicate, as the case might be ‑‑ and I'll kind of talk more about this later on ‑‑ but that may complicate the sort of status quo, dominant narrative about a given set of experiences or social conditions. 

Then standpoint epistemology argues that research, particularly that focused on or that implicitly or explicitly involves power relations, should begin with the lives and lived experiences of the marginalized, of those belonging to the marginalized groups in question. 

You can kind of see how this gives us one important potential kind of foundation for making the claim that participatory methods and bringing in folks with lived experience of mental health challenges and/or disability is so critical. 

In the standpoint epistemology literature, theorists and philosophers working in this space have also talked about and elaborated on this term epistemic advantage.  So this is an advantage pertaining to knowledge about a particular topic, experience, set of social relations, et cetera, meaning you have been attuned to certain kinds of experiences or simply directly impacted by them in a way that actually opens up areas of knowledge, direct insight, and understanding that are not available to somebody who hasn't had those experiences or that may be less available to someone who has never actually experienced those things. 

Just to give you some examples, which kind of hopefully maybe bring this to life a little bit more, what it's like to actually experience, let's say, intense psychosis as opposed to seeing it from the outside.  A different kind of example, what it is like to experience the chronic and ongoing dismissal of experiences of psychosis, meaning they're dismissed as, well, that's mere psychopathology, that's just symptoms, we're not going to take it seriously, we're not going to have a conversation, we're not going to kind of dive into that.  Right?  So in a way that is very unlike how other kinds of experiences are responded to in a social context, where we would ask questions and discuss things and take what people are experiencing seriously. 

So what is it like?  What does it do to a person to experience this chronically, repeatedly, over time potentially in all of their interactions with the mental health system?  What if we add on the layer of kind of social exclusion, social abandonment, so that somebody is no longer even able to have normal conversations at all because they have become really socially isolated, are only interacting with clinicians, and the terms of those engagements are along these lines?  What does that do to somebody, right?  And how can we rethink that from the inside out? 

Continuously being labeled as paranoid and threatening ‑‑ and I think here if we think particularly about somebody who identifies as black experiencing psychosis in the United States, where we have this rather horrific convergence of stereotypes that bring schizophrenia, blackness in our society together ‑‑ so paranoia, threat, fear‑based responses.  Then what happens when somebody ‑‑ there's not only this backdrop, but their experience of the system is being repeatedly handcuffed, secluded, or restrained in the context of crisis intervention or acute services and hospitalization. 

What does this really do to a person?  And again, as with the prior example, again what does it mean to be able to think ourselves out of this from those experiences where those experiences are the center, and what complications do they raise in terms of the magnitude in a sense of what really needs to change?  So that is sort of the potential for epistemic advantage. 

Epistemic oppression is another key term that again gets used in the standpoint epistemology literature, but not just there.  Epistemic depression ‑‑ and I'm using Kristie Dotson's definition here ‑‑ it refers to persistent epistemic exclusion that hinders a group's contribution to knowledge production.  And again, epistemic just meaning pertaining to knowledge.  So persistent inclusion in areas relevant to or inclusive of knowledge and knowledge production that hinders a group's ability to contribute to that knowledge.

So what we've come to think that we know as scientists, as researchers, as a society about particular groups, to what extent are those groups, are those who we are writing about, those who we are studying actually influencing the production of knowledge about their own group, about their own lives, about themselves? 

This becomes oppression when systematically we are minimizing people's ability to influence knowledge production.  Dotson talks about some different kind of forms this can take, and this is not comprehensive.  I encourage people to read her work directly for a more detailed version, but I think some of the key areas I wanted to pull out is dominant shared language and instituted social imaginaries, so how we come to think about society and social relationships, that have been formed largely to reflect the experiences of the dominant group. 

The fact that experiences which are unique or more unique to the minoritized group can be left obscured by the way in which collective epistemic resources have been formed.  And there's many examples of this that folks writing in the epistemic oppression space draw on, but we can think about any number of different experiences of oppression, marital rape is one example that a term to describe this phenomenon didn't even exist if we go far enough back in history, and that is because of kind of gender dynamics and hierarchies and oppression, right? 

Then I think kind of taking it one step even further, the fact that even when a marginalized group may come forward with testimony, with claims, with concerns, that that in the context of epistemic oppression may not afford a momentous enough occasion to catalyze the appropriate alterations within shared epistemic resources ‑‑ coming up with new language, accepting new language, accepting the concerns that are being brought forward not only as valid concerns, but concerns that push us towards action or require us to take action to address them. 

So it's really we're taking it seriously enough to take action in response, to change things in response, and she's saying sort of, again, sure sign of epistemic oppression when even though people are coming forward with the concerns, they're not taken seriously enough that society or policymakers or kind of whoever the powers that be are actually take action. 

I wanted to give an example specifically tied to the phenomenology or the experience of psychosis.  This is honestly, in terms of my own research trajectory, where I started my dissertation focused on the phenomenology of psychosis, and that was because by the time I got to my Ph.D., I had so much pent up frustration and anger about the degree of oversimplification, reductionism, outright invisibilization in and through the use of standard diagnostic tools, like the SKID, standard measures of, quote, unquote, psychopathology, and how that goes to shape the questions that physicians ask even when they're not following or using a formal instrument, right?  It's very frustrating and felt like this was an incredible source of gaslighting, invisibilization. 

So we have ‑‑ again, just to kind of speak now in more general terms, we have conceptualizations of psychopathology in the area of schizophrenia, or what gets labeled schizophrenia, that overwhelmingly have come to focus on observable symptoms, observable from the outside by second party or third party observers, and then those that are easy for providers to agree on or that are easy to procure some form of endorsement through self‑report. 

This means that dominant language and conceptualizations have tended to fixate on things like hallucination, and hallucination understood ‑‑ this comes straight from the DSM ‑‑ perception in the absence of a stimulus.  Delusion ‑‑ definition straight from the DSM ‑‑ a fixed belief that persists despite evidence to the contrary.  And this kind of language and thinking in some sense profoundly fails to capture, if one does careful qualitative work in this area, if one is regularly engaged in peer support driven work with folks experiencing psychosis, the very common experiences of extreme ineffability, that the changes are so profound and so complex that they do not in any way just neatly map into these areas of hallucination or delusion, and whether they even fit is a whole nother question. 

So many experiences that I think for many people fundamentally defy the separation between perception, thought, selfhood, consciousness, right?  And yet we don't ‑‑ that's what we're ‑‑ we're not paying attention to that. 

For many ‑‑ so here's the internalized form of kind of epistemic oppression here ‑‑ over time the shared dominance of these clinical conventions can come to obscure or even erase these experiences for people themselves, and there is no language that really kind of captures them.  So even people with direct experience are going to kind of fall into, well, the only word I have is hallucination or voice.  The only word I have is paranoia or delusion. 

Of course this also impacts researcher and clinical conceptualizations, and it becomes these reinforcing feedback loops where then we kind of focus our research in particular ways around these constructs and over time can get ever further from the actual experience and what might matter to people who are actually kind of experiencing these changes. 

Even when attempts are made to correct, to push back, the status quo persists.  So I have an example of this.  Again, a number of these are my papers, but also want to call out Clara Humpston in the UK who has done incredible work in this space.  I don't have any papers up here from folks on the Hearing Voices side, but there's been amazing work happening from voice‑hearer researchers in many countries.  One of my students Shannon Pagdon has been doing a tremendous amount of work around this.

So you have kind of researchers with lived experience of schizophrenia, psychosis, hearing voices, saying this is just a dramatic oversimplification.  You are not describing what people are experiencing, and we're losing sight actually of what people are actually experiencing, and that influences clinical practice, and that influences research. 

In spite of that, and even when things start to take the form of kind of very credible scientific peer‑reviewed publications, it's like the field can't reabsorb this more fundamental challenge to the way that it has come to conceptualize what people are experiencing.  Examples are the relatively recent NIMH EPINET initiative, very absolutely conventional kind of measures that are being used and are being deployed in realtime all across early psychosis programs in the United States. 

The DSM has not appreciably changed in any way in terms of its conceptualization of schizophrenia.  I don't want to say no matter how much pushback there is, but there's a lot of pushback from people who actually have the experience themselves, and yet the field doesn't change.  That's this third layer, to go back to Dotson, of kind of epistemic oppression. 

These are the changes that we really need to overcome if we really want to do different forms of participatory research, if our goal in doing participatory research is real change, is really to be open to significant rethinking with the prospect that then we really would make leaps in knowledge and really advance and really kind of address seemingly persistent sources of inequality and exclusion.  I think this is what we have to be open to is sort of challenges of this potential magnitude. 

Just a summary for this section, lived experience in the broadest sense is ‑‑ in the broadest sense is universal.  Even lived experience of mental health challenges is close to universal.  But that leaves many disability groups seriously underrepresented in the research workforce and in knowledge production, and we need to take that very, very seriously.  And these perspectives and knowledges, often even when there's academic credentials appended to somebody's name, continue to be marginalized. 

These knowledges are anything but ancillary to the work of mental health research.  They're not just a nice extra.  It's not just for kind of virtual signaling purposes that we would do it.  I'm trying to argue that they are fundamental sources of insight and attunement that we would otherwise lack.  In many cases will pose or will lead to people posing fundamental challenges to the status quo because those experiences lead them to understand, see, conceptualize the same issues very differently. 

And at the end of the day, again, the deeper work of equity and diversity is far from easy.  It's easy when we're thinking about a very superficial form of, well, we can have an advisory committee, and that will improve our recruitment fliers.  That's easy.  These deeper forms of really bringing people into the knowledge production are anything but easy. 

So then this is a little bit of a seg now.  Zooming back to what do we mean by participatory approaches?  What does this look like?  What I use here is the Stakeholder Engagement Framework, and there are a number of such frameworks.  I think this is one of the more influential and widely cited overall.  There's a lot of similarities if you look at different kind of spectrum or continuum or sometimes they are kind of visualized as a ladder. 

So we start kind of on the ‑‑ can't tell whether this will be the left or the right side for you guys, I guess the left side still ‑‑ informing.  This is where researchers are just bringing back their findings kind of to people who are impacted. 

Consultation, the next level up, is actually where we probably most commonly see under the rubric of participatory methods.  So the most common thing to see here is some kind of community advisory group, stakeholder advisory group, service user advisory group.  Those are probably the most commonly used terms in the U.S., and researchers are obtaining feedback on the research.  But those who are in consultant roles, especially at this level, generally have no actual say over what's being done.  They're giving their two cents.  The research team can just take it or leave it. 

Involvement then, the next level up, researchers work directly with stakeholders to ensure that stakeholder concerns and aspirations are consistently understood and considered in the research.  It's sort of like a more thoughtful version of consultation where it's not just sort of take it or leave it feedback to quite the same degree, but there is a level of kind of commitment to making changes that would reflect kind of stakeholder concerns. 

Do want to flag here that I know there are lots of critiques of the language of Stakeholder in the U.S. and other countries right now, but this is not my framework.  This is just a pre‑existing widely cited framework, hence the language. 

We will work with you to ensure your concerns and aspirations are directly reflected in the research, and we will provide feedback on how your input influenced the research, so some level of accountability.  We're going to tell you if we decided to just not make the changes you suggested, and I guess explain why, or we're going to show you where we actually made those changes. 

Collaboration is a higher level up.  Researchers develop equal partnerships for stakeholders for undertaking the research.  So this is maybe more a co‑production, co‑design kind of model, or kind of co‑production/co‑design would arguably fit here.  We have a much more robust, mutual relationship between folks who have been directly impacted by whatever it is that is being studied and researchers who don't have that experience.  Of course this could include researchers within/without lived experience working together. 

Then kind of support is the next level up where really the research is led by the impacted communities, the research is led by the individuals who have the experiences or identities in question, and non‑lived experience researchers are there to support, there to support an agenda that in its most fundamental sense is being set by those most impacted. 

I'm sure that people will have those kind of questions so we can kind of come back to this.  Just to lay out, there's a range of options.  People might use language of CDPR or participatory research.  Really the devil is in the details, and those details can run the gamut of what we see here.  I think that more often falling on the more kind of superficial, limited consultation side. 

What are the problems there?  Because there is a lot, or relatively speaking there's a lot more of this consultative involvement, there has been a lot of critique.  Especially in countries that are in some sense farther ahead, people are really kind of seeing the ways that kind of claims of involvement can, in fact, go awry or amount to something that's very superficial.  So some of the language taken up in this space is of cooptation.  So this is just a classic older definition of cooptation I have here, the process of absorbing new elements into the leadership or policy‑determining structure of an organization as a means of averting threats to its stability or existence. 

So we might integrate lived experience involvement that is very limited that is very superficial in order to defuse deeper concerns or criticisms for more fundamental second order change.  We really need to change things kind of push.  Instead, well, we have this clinical trial that focuses on this pretty status quo intervention.  Let's bring in people with lived experience to see if they have any suggestions that would make it just a little bit better. 

So that is one of the forms that sort of cooptation potentially takes.  Some people would consider tokenization to be a form or variation of cooptation, but tokenization is where we have the involvement of a very small number of individuals, and they are treated and deployed sort of as if they represented the views of a larger and generally much more kind of heterogeneous and diverse community or population.  Often people have made the accusation that research teams will find a few people with lived experience who already agree with the particular line of work they're doing, bring them on.  Sure enough, they agree, and it becomes a form of kind of rubber stamping, whereas other members of the broader population may have very strong concerns about that same intervention or target area or way of doing things. 

Extractive involvement is another source of concern.  So this is sort of using ‑‑ or one form is using lived experience consultants to generate exciting new ideas, but those individuals are not really credited.  Instead the researchers may emerge, look at the brilliant new insights we have, and it's really bolstering the careers and the standing of the academic researchers involved or extractive involvement that's more about sort of, which is related to virtual signaling below, putting people as deep middle authors, as I put it, on a paper so that you can say, look, we involved people with lived experience.  Whereas in reality those folks had very little say over the research, sometimes very superficial roles in the writing and conceptualization of the manuscript or even of the project as a whole. 

Then in a more limited sense, just virtuous signaling would be any amount of kind of involvement that is really more there to make it appear that research teams or initiatives are acting in more kind of community engaged ways while they're not really kind of fundamentally shifting practices, they're not fundamentally rethinking what they may or may not be prioritizing. 

This is brief.  There's a lot too.  There may later on in this series be dedicated webinars that just sort of dive more into the methodology.  I'm trying to keep this relatively high level because there just isn't enough time to really go in depth. 

How can we then ‑‑ so if we sort of acknowledge there's this spectrum of involvement, there's lots of problems, there's lots of concerns, especially in countries where more of this is ostensibly happening, so there's more opportunity to see how it's going awry, how do we ensure that involvement really matters and matters in this deeper way? 

So I wanted to start here by really emphasizing the values piece, right?  So we can't just kind of follow a manual in order to get this right.  It's really about a shift in the way that researchers and trainees think about the kind of project that we're engaged in.  I literally mean this at the highest level in the sense of what is the scientific enterprise really about, right?  It's not about career advancement or personal power, personal prestige.  It is in sort of more formal conceptualizations, in fact, about really advancing knowledge and changing outcomes, changing outcomes that are unacceptable or suboptimal. 

If that's what we're committed to, then we will embrace challenges to the status quo.  If the status quo is not working and there are underrepresented groups who have hard questions to ask, who have new ideas, who have innovative ways of thinking about how we might change and restructure things, those will be incredibly welcome to us, right? 

And they, we will recognize them as having the power to push us all as individuals to be otherwise than we are, as a field to be otherwise than we are, to think differently, and to achieve things that we have not. 

I think in many areas of public mental health services there is very little controversy about the level of sort of brokenness, dysfunction, unacceptable outcomes of all kinds from kind of premature mortality on the order of 15 to 20 years for folks diagnosed with schizophrenia in this country, unemployment above 75% for people diagnosed with schizophrenia, levels of homelessness and criminalization that are incredibly disproportionately high. 

So I think we can accept that we are not where we want to be.  If this can help us get there and we care about the scientific enterprise, we really need to kind of like embrace this in a deep way. 

Then kind of commensurate with that is humility.  We absolutely need humility.  If we think that we already have it figured out, that we are the source of all the answers, right, and if we don't have the ability to reflect on our own uses or misuses of power, we do not have that openness to change that, again, the scientific enterprise so badly needs. 

There is also some more pragmatic stuff, and there's a lot we could talk about here, but I'm being somewhat selective. 

Meaningful involvement, the relationship building, the trust building, the community engagement, the multi‑layered aspects of it generally does slow down research, right?  Because you have group processes to make decisions rather than a PI in a top‑down way saying, this is what we're going to do.  That slows it down.  That means, if anything, when a project is being pursued in a genuinely authentically participatory way, it requires more money and more resources. 

There's also capacity building involved.  So if you're bringing in kind of folks from non‑academic spaces or who don't have that background and training, it is unfair to think that people can intervene in research without first being empowered to kind of critically digest the research and the methodologies in question.  So there's this training and there's this capacity building in addition to sort of the other ways that the process slows down. 

In my experience almost universally, you bring in a diverse group of folks with direct experiences of the thing in question, and they're going to complicate any possible narrative that you or the research team came in with.  It's going to complicate.  It's going to raise difficult questions.  Again, that makes the work a lot deeper, but also harder and more time‑consuming.  Often really hard questions about ethics and values will also be raised, not just utilitarian goals like NSRT, but deep questions about but is this simultaneously the most ethical way to go?  What about the values that are really in play or enacted here? 

Just to summarize, we really need more funding and resourcing, particularly when it comes to community partners being brought on.  We have all the kind of general criticisms of kind of in reality things are team science but the field doesn't recognize them as such come into play, but in an even more kind of pressing way.  Just the first and senior author counting on publications, all the indirects from a grant going just to the contact PI or the PI depending on how institutions work this out.  So all those kinds of top‑down problems that don't really, truly recognize teams ‑‑ teams as the fundamental unit, rather than individuals or PIs ‑‑ are a problem, are in tension with what we're trying to do. 

More broadly, I think, quality over quantity.  When we're talking about slowing down, asking difficult questions, raising complications, we have to then really kind of care about quality rather than churning out papers or grant applications, et cetera. 

Leadership development.  So a lot of CVPR historically has tended to focus on engagement with like community organizations or, in many cases, geographically identified communities.  In the mental health and disability kind of lived experience and involvement spaces, we're also just as often talking about folks who are being hired to work on research projects, students with lived experience or students with disabilities, and then them moving up the pipeline.  So I think there's a lot of parallels here and sort of what we could think of as the importance of investing in leadership development parallels to training and leadership development initiatives across many other areas of sort of minoritization and under‑representation. 

Lots of parallels.  Disability does involve some unique barriers and challenges that are not always covered well by programs and supports that have been developed for other groups.  Especially when we're talking about mental disability in the context of academic research, there's a fundamental tension between disability of the very thing that historically has just been sort of valorized as the center of the whole kind of project and enterprise of academic research. 

So I think it's important to also really understand that there are some unique challenges here that we have to frontally deal with.  If we can really invest, we have the potential that we're not just talking about a landscape in which there's collaboration between community members on the one hand, researchers on the other, but we're actually now growing the workforce of PIs, or future PIs, who are going to approach the work, their entire body of work, with different priorities, with different attunements, with different ideas when it comes to innovation and change. 

We are potentially in the future supporting entire lines or trajectories of research that otherwise might never exist, either because they wouldn't be prioritized by people without the experiences in question or certainly are less likely to potentially.  So I just want to stress leadership development as well. 

I know I am spending a bit more time talking, so I am going to try to move a little bit more quickly through these last slides. 

I think I mainly want to flag, especially for anyone out there who's less familiar with the international kind of landscape of lived experience involvement and leadership, that there's a lot that we could learn.  I think it's probably a pretty uncontroversial claim to say that overall many other countries are well ahead of the U.S. in terms of how developed lived experience involvement requirements and infrastructure are. 

So examples of this.  The NIHR in the UK requires service user involvement.  It's not a choice.  It's not a suggestion.  It's mandated.  Components and plans must be submitted, and they're scored and rated as part of grant review.  Same thing is true for the Wellcome Trust, which as folks know is based in London.  Technically funds more international research, but it's a UK‑based entity. 

Dedicated lived experience‑led research centers funded by the national bodies in existing countries.  I'm giving two examples, the Service User Research Enterprise at King's College London, and ALIVE at the University of Melbourne.  ALIVE includes several other universities in different parts of Australia but based at Melbourne.  We don't have anything like that in the U.S.  We have nothing like that.  We have the potential for NIMH ALACRITY centers to be used in that way, but no such thing exists. 

Third sector research involvement coordinating organizations.  The McPin Foundation in the UK functions to link, for example, universities to community members who want to participate in research and provides comprehensive kind of country‑wide listings of where there are research involvement opportunities.  So we don't have anything equivalent to that in the U.S. 

We don't have dedicated service user/consumer academic positions, which now exist, again, in New Zealand, Australia, Canada, and the UK and several Western European countries I'm aware of as well.  This is where kind of institutions are saying this is so important that we need dedicated chairs, dedicated positions.  We need to actually be hiring people at various levels all the way up to kind of full professors. 

Then dedicated scholarships and fellowships for students with lived experience that are really taking into account the impact of disability and the often very significant impact of disability in terms of creating additional kinds of barriers for folks as they try to navigate their way through. 

So there's some really important examples of mechanisms and infrastructure that we don't have here.  We don't have to reinvent the wheel.  We can look to these kind of other countries and other contexts.  But also, as I've mentioned before, there's greater ‑‑ I think the UK term I see the most for this is tick‑box involvement or a tick‑box exercise where, because there's the mandated involvement plan, all the researchers know how to write it, but it is not really, again, meaningfully impacting things.  There's more extractivism once it's kind of incentivized to look like you're involving folks with lived experience more.  There can be an unfortunate tendency to sort of use that in the wrong ways for the wrong reasons. 

And there's still more emphasis on lower level consultation than there is truly investing in leadership development, in the development of PIs with lived experience of psych disabilities. 

This last section I'll do very quickly so we have time for questions.  Again, please keep putting them in the Q&A. 

I wanted to end on a really optimistic note.  Five years ago, if you'd asked me how much hope I had in NIMH helping lead the charge, you would have gotten a very, very cynical response, and I very genuinely feel there is incredible energy and investment from many folks at NIMH right now in equity, in lived experience integration and involvement, in participatory methods. 

Just to call out a few things, the Office for Disparities Research and Workforce Diversity, who's hosting this, so many incredible people, including Dr. Davis, who introduced me.  The whole webinar series that we're seeing here is really a sign of this real investment and commitment we haven't seen historically. 

The whole range of notices of social interest and different kind of calls for proposals or targeted calls around issues that in many ways have long been neglected within the NIMH portfolio, everything from social insurance, systems policy, policy impacts on people's mental health, social and structural determinants, and environment in other ways explicitly calling out ableism, discrimination, and stigma as major determinants that we need to be studying in a focal way.  And I think some really important priorities right now in the areas of crisis response, peer support, and the peer workforce that we haven't historically seen.  So this is really an amazing kind of combination of energy and commitment with substantive opportunities to be applying for funding in really kind of key areas. 

I also wanted to call out the NIMH Common Fund ComPASS Initiative.  This is really kind of path breaking in that funds are actually being awarded to community‑based organizations, and a variety of different NIH institutes are involved, including NIMH. 

We have growing momentum within and across the psych disability user/survivor and cross‑researcher community.  I do want to acknowledge incredible trailblazers in this space who have done so much with so little support.  That includes Jean Campbell, who's no longer retired, Ed Knight, Peggy Swarbrick, Chyrell Bellamy, who will be co‑hosting an NIMH event this fall, which is a big move, and so many others, a lot of people who have kind of paved the path that we can now more easily walk on. 

And there's a lot happening to build community and bring people together.  So the QR code here, we'll try to put it in the chat too, but the QR code will take you to the home page for something called the Transform Mental Health Research Initiative, which I've been involved in.  We have a Listserv, and it creates kind of a meeting and discussion place for folks invested in this space.  That includes students, researchers with and without lived experience, allies.  All are welcome.  Everybody who wants to see this space grow, who wants to support lived experience involvement is welcome. 

I want to shout out to David Mordecai, who's out in the audience, who really did a lot of work in the last few days of getting the website revamped. 

Graduate students, lived experience graduate students who are organizing to support each other and map out mentorship.  Again, I have the QR code here if you just want to scan it.  We'll try to put it in the chat.  I think at least kind of two of the graduate students behind these efforts, Sarah and Jeff, are out in the audience as well.  So they are trying to kind of create more mutual support and organizing between graduate students with lived experience as well as trying to figure out ways to map out the landscape of what's available out there and how to connect folks who are interested in getting Ph.D.s to prospective mentors who would be really kind of interested and invested in hosting them. 

There is a survey up on their website too which specifically kind of asks if you are a mentor, regardless of your own lived experience, if you're a mentor, you're a professor, you're a researcher who is interested in supporting folks, fill it out, and we can kind of start making those connections happen. 

These are just some references, which I'm sure will be posted eventually, and that's it.  Now we can move to questions. 

BESHAUN DAVIS:   All right, Nev.  Thank you so much for such a great presentation.  I feel like, like I said, you were the perfect person to kick off this webinar series.  There was so much in there that we're going to have a lot of rich discussion about. The chat has been blowing up, the Q&As and questions.  I think people have lots of things they would like to see us discuss. 

While I curate some of these questions, I have sort of an opening question for you.  It's really just thinking about this idea that the stakeholder engagement framework that you presented, and I feel like there's a lot that happens when people say that they're integrating people with lived experience into their research, and I think sometimes people mistake where they're at on that continuum, right? 

So I wonder like what questions do you think researchers should be asking themselves to think about if they're meaningfully engaging people with lived experience and leadership in coproduction in a significant way that's not tokenizing or anything on the lower end of that spectrum? 

NEV JONES:   I think that's a really important question.  I think part of the question is kind of the power dynamics that often come into play, and I'm working with some of my mentees on a book chapter right now, and we're also kind of simultaneously working with some interviews that we did with folks that have been involved in research, and I think a consistent theme is like feeling like you actually can't speak up. 

It's not necessarily visible to the researchers because they don't know that you're holding back, that you feel afraid, and some of that is that generally people are being brought in in a way that they're in a subordinate position, whether they're students, whether they're being brought in as research assistants or something like that, or they're kind of community members who don't have the same sort of titles, power, clout.  They're usually paid substantially less than sort of the PI of the project.  So there's all kinds of things that influence that. 

I think researchers in leadership positions really asking themselves, if I was in this person's shoes, how comfortable would I feel raising more significant challenges?  Talking about maybe feeling like the wrong decisions have been made, feeling like I can't kind of persist in a line of kind of critique or questioning like one such as, well, no, just push that to the side, just giving up.  So I think that part of it is really important. 

I think, if you're adding people to a paper that they have not been meaningfully involved in, really, really thinking about that.  I think we've talked to a number of people ‑‑ and hopefully we'll be getting papers out on this ‑‑ who actually feel very harmed by that.  It might feel like, oh, but I'm doing the right thing.  I'm putting somebody on this paper.  If they haven't been meaningfully involved, it can send a really harmful message about what does it even ‑‑ what does it mean?  What does any of this mean? 

I think there's maybe a lot more of that happening than people realize.  Even when they're well‑intentioned, they're sort of not grasping, I think, how this is in fact being experienced by folks with a lot less power in the process. 

I think the other thing is like asking oneself is one investing in leadership development?  Is one saying, okay, I'm working with you as an RA or a graduate student who has lived experience?  Am I giving you some funding to lead your own projects?  Or the same thing applies with the community.  Are you coming in because you want to further your own research aims, are you really thinking about how am I building folks up to lead themselves?  And how am I using my money, my funding, my resources to give them those critical first opportunities to really be calling the shots, to say what the priorities are, to do the projects they want to do rather than you're just doing what you want to do? 

And there's intention there with the way funding works, but I absolutely think also most researchers, most professors can certainly get creative, find money, and find ways to really support community leadership.  So we're talking sort of the other side of that spectrum going back to the kind of engagement opportunities framework. 

And that if we honestly, if we honestly ask ourselves if we're doing that, I think most people are smart enough to be able to realize, no, actually, that's not what I'm doing, then the values piece comes in because, if you're not doing it for the right reasons, you might be able to intellectually grasp what you're doing and in a sense it doesn't matter. 

So we have to build academic cultures out in a way that those values are something that is rewarded, that is instilled in trainees as they're kind of going up through the pipeline because, if we don't have those values, we can go through the motions, and there's always going to kind of be versions of these problems, I think, in fact, where things end up much more superficial and not really having the impact they should have. 

BESHAUN DAVIS:   No, it makes a lot of sense.  It seems like there's so many systemic changes that need to be happen to meaningfully integrate people with lived experience.  And also that piece about leadership development and kind of contributing to that idea of lived expertise.  Many people have lived experience, but they don't have these opportunities to develop into this sort of lived expertise sort of space to be able to lead in a meaningful way.  It's kind of like, if people are tokenized, they can't develop and can't lead in the same way, in the ways like academia sort of respects. 

I'm going to try and ‑‑ there's a bunch of questions in the chat.  I've tried to curate some of them.  I apologize because I see there's now 56 Q&A questions.  I'm selecting a few of them that seem really relevant.  I apologize if I can't get to everyone, but I'm doing my best. 

One question that I think kind of ties into this sort of systems‑wide kind of changes that we were just discussing is this idea like do you have any tips for early career trainees who want to engage in coproduction but have limited resources or have to move around because of training experiences and post doc, it's hard to form the long term community partnerships with the training model.  I wonder what you think about like this sort of approach for early career folks or trainees. 

NEV JONES:   I think one thing that its both an additional challenge and kind of an additional set of opportunities that maybe makes this easier is that I don't ‑‑ I think you see a more diversified set of kind of involvement ‑‑ what's the best way to put this?  Like ways to involve that are not just an identified community that's either geographically located or set of people who belong to a local ‑‑ service users as a local community mental health center. 

There's a lot of national groups in the U.S. ‑‑ the Alliance on Rights and Recovery is one example.  So I think if one is just strategic at a trainee stage, if you're connecting, for example, with a national group, it doesn't matter where you then go. 

If we're thinking about getting the skills and experience of bringing people into the team and mentoring them ‑‑ in some sense, this is not different from mentoring any other, anyone else, period, or any other under‑represented group.  You're building up people's skills that are going to continue to benefit them.  So you have an undergrad who you're mentoring and they go on to a doctoral program somewhere else, it's not just that they're working with you continuously, you are kind of contributing to capacity building and kind of pipeline development in a way that actually does continue to bear fruit. 

I think in some sense it's not just sort of geographically, locally kind of situated work.  It doesn't have to be.  Certainly if you're in the midst of a more kind of unstable period, you're in a post doc where you might be in one place for only a year or two, it is a very legitimate and good thing to be thinking about, and there's certainly workarounds where the relationships you're building truly are still relationships for life.  And maybe just COVID in general has also just sort of cracked open the we don't have to be living in the same place to kind of continue working together. 

The deeper the relationship is, the deeper the relationship is, right?  Like you may not have an active project, but if you become friends with someone, you're now ‑‑ it's just an organic part of your friendship is consultation and hearing people's ideas.  So that's like really, really important too.  I think kind of grants come and go.  You might kind of ‑‑ you will both lose and find opportunities to partner and repartner with folks if that is a real relationship. 

BESHAUN DAVIS:   That makes a lot of sense.  It's not just about sort of this academic partnership.  It's really about relationship building long term, and I love this idea of connecting with sort of national organizations rather than ‑‑ I think you can be hyper local and there's a benefit to that, but if the point in your training where you're at is not such that you're going to be in a fixed place for a long time, there's ways to do this and a way that doesn't, you're not prohibited from doing this essentially.  There's opportunities and ways to work around. 

I want to think about ‑‑ there's a couple of comments about epistemic oppression.  I think that was something when you were presenting that I was really fascinated by.  We have a couple of different questions in that area, so I want to focus on those for a moment.  We have one comment from BiraMS, who's a Queer, Trans, Andean peer specialist, who wonders about what do you see as the most viable ways to push larger systemic structures to center indigenous client‑centered and peer‑driven methodologists for activists, both for industry professionals and for peers with less industry background? 

NEV JONES:   Well, the pragmatist in me which this might sound a little like coopted, and probably when I was a beginning graduate student, I probably sounded more radical, but I place a lot of faith in getting people into the pipeline to position folks who are from really, really different, different to the status quo, very under‑represented backgrounds, in leadership positions because I think then you're placing people in positions where they can really kind of disrupt and disrupt in a more significant way.  By mentoring, by then continuing to mentor an even larger number of people below them who are bringing different perspectives, who are bringing a commitment to these kinds of methods and critical approaches, right? 

So I think that's a really, really big piece of this.  I think different versions of that are leaning to kind of change grant review because if you want to do participatory projects in ways that really robustly include communities, those who are impacted, you have to be able to pay them.  We can't just kind of exploit people working as volunteers.  So you need money, you need funding.  So we do need funding mechanisms that are really valuing these methods. 

I think, I was just scanning through, this relates to some of the other questions in the Q&A.  We do need this to be reflected in review processes and in who is selected as reviewers to do reviews.  Some of that becomes chicken and the egg, right?  You have to have funding to review.  But I also think that there are folks at NIMH who are very actively thinking about this.  It's not to say everything is perfect, but I think change has to happen there. 

Universities have to embrace it.  So it's all these different systems coming together.  You can't have them kind of in conflict with each other.  You can't be in an institutional environment that's completely unsupportive either.  Across all these different institutional spaces and journals and through journal publication, we need to just kind of start moving the dial. 

I think allies are critically important.  So you see kind of in the journal space, psych services, community mental health journal, we definitely see examples in the U.S. and even more internationally ‑‑ I'm not even talking about the UK here, just in the U.S. where journal editors are saying this matters, journal editors are trying to get different folks involved in peer‑reviewed manuscripts. 

No one of these things is enough, but I think all of them in concert will really start to kind of turn the wheels and hopefully lead to change over time. 

BESHAUN DAVIS:   To change the system, we have to take a multi‑faceted approach.  I understand that there's a lot of different areas that we can act and coalitions that we can build and ways that we can sort of champion and platform people to really shake up the system in a way.  It sort of sounds like there are a lot of different ways we can do that. 

Being mindful of the time, a question I thought about while you were presenting, and I think that this is something that comes up with lived experience, particularly in the research workforce, there have been a few questions about this idea of we want to center people with lived experience, especially with experiences being like psychiatrized or being involuntarily treated or things like that, but the thing about the research pipeline is that sometimes disclosing those sort of stigmatized experiences can derail your research path.  I think this is a question from Kira M. in the chat.  What do you think about this?  The context about disclosure and how folks can integrate their lived experience into the work that they want to do without being just diverted from this path all together? 

NEV JONES:   Yeah, and again here, it's multiple systems are involved in creating the conditions that then become problematic or erect barriers for folks.  I think the fact that I know probably something on the order of 20 to 30 times as many researchers with lived experience of psychosis or even having been labeled with schizophrenia in the UK, which is a much smaller country in both geographical and population size, than I do in the U.S., as somebody who has been extremely active in this space ‑‑ and I'm even counting undisclosed people but who have at least reached out to me over the years ‑‑ that really tells us that where you have a landscape where there actually are positions based on lived experience, where there are entire research centers dedicated to lived experience, you do have more people, in fact, coming forward, disclosing, or kind of thinking that they can become researchers is probably part of it too because they see visible role models. 

So I think there are indeed a lot of kind of challenges around disclosure and its potential consequences in the U.S., and rather than putting that on the really difficult decision‑making that especially like students and early career folks would have to make, thinking about how do we create the kind of the cultural conditions that it is not ‑‑ you're not taking such huge risks to disclose. 

So I think that's part of it, and then having more visible role models is really important.  I think we often have far too few, especially again around the sort of most traditionally kind of stigmatized diagnoses.  So the more that we can kind of move the dial there, the more that universities can signal pride in folks who have disclosed, all of this kind of starts to help and create more space and more responsibility. 

Then to wrap it up on the flip side, I don't think we should ever pressure people to disclose.  I think that, especially like let's say for NIMH, mechanisms that would be open to people with a disability, that finding ways to allow that to be a completely private, direct disclosure, rather than, let's say, something that has to be attested to by the institution, really important, especially when it's not ‑‑ when we know that there are consequences, when we know it's something that may not otherwise be visible and we're de facto sort of forcing someone to disclose potentially and they may not yet feel comfortable. 

BESHAUN DAVIS:   Thank you for tackling that.  This is a really important question.  I can think about even my own journey, I'm a psychologist, but I trained to interview for grad school, and people would say, don't say anything that would suggest you have any sort of lived experience.  I think the culture is changing around that, but some of these methods that you just talked about can change that culture hopefully in the long term. 

We're coming up on the end of the webinar and everything.  There's a lot more questions in the chat.  I feel like we could probably talk for a whole hour about just some of the questions that are here.  I guess, are there any things that you would want to say that you maybe didn't get a chance to put in your slides or just things that are coming up as we're discussing these questions?  Any closing remarks that you'd want to add, anything that you want people to know before we finish up? 

NEV JONES:   I was just responding to one.  For the two initiatives in question, because there's a lot of kind of questions about resources and how to connect, and I see that there's some maybe like errors with different functions of the websites I put up, both of which I'm involved with.  So if you e‑mail me because my name is ‑‑ my e‑mail is already up here, or anyone else already involved, if you know anyone else involved, if you e‑mail me, I can help troubleshoot that. 

I think that the fundamental thing is getting people connected to each other.  We can accomplish so much more.  We can support each other.  And also allies can kind of come in and really help, especially allies who already have more kind of senior positions. 

So please get involved in these kind of emerging coalitional efforts and don't hesitate to reach out to me directly.  If I'm not the right person, I can maybe just, because I've been very active in this space, maybe connect you with somebody who has similar experiences to you or who is working in a more similar area.  Again, the more we come together, the more that we can all accomplish and the more we can kind of help change the field. 

BESHAUN DAVIS:   Thank you so much for that, Nev.  One of my colleagues here says many hands make light work, and that's kind of what we're saying right now.  All of us come together, and we can tackle these key issues. 

I just want to thank you again for kicking off this webinar series.  I want to thank everyone for attending.  I think this was a great discussion, and we all learned so much from Dr. Jones' presentation.  Hopefully I'll see some of you all at our next webinar, which is on September the 9th at 2:00 p.m., and that link was also in the chat. 

Thank you all for attending.  Thank you, Dr. Jones, for presenting.  I guess have a good rest of your afternoon.