Media-Based Learning in Forensic Psychology: Evidence From Undergraduate Classrooms in India

Objective Media-based activities are increasingly used in psychology courses; however, empirical evidence on their effects on theory learning in forensic psychology remains limited, particularly in India. This study examined whether a structured media analysis assignment was associated with gains in students’ theoretical knowledge, application skills, and engagement. Method Forty-seven undergraduate psychology students in a forensic psychology course completed a one-group pre-assessment/post-assessment measuring knowledge-based items, application-based items, and a vignette task, and provided written reflections. Quantitative data were analyzed using paired samples t -tests and effect sizes; qualitative data were examined using deductive thematic analysis. Results Students showed significant improvements from pre- to post-assessment across all components, with medium to large effect sizes. Thematic findings indicated that media engagement supported connections between abstract theory and criminal behavior, increased motivation and participation, and enhanced confidence in applied analysis. Conclusion Participation in the media analysis assignment was associated with gains in conceptual understanding and applied reasoning. Teaching Implications Structured media analysis can serve as a practical strategy for instructors seeking to promote theory application and engagement in courses focused on crime and law.