The purpose of this study is to see if multimodal learning experiences such as video production can help students deepen their digital empathy through writing dialogues based on the discussion prompts given to Japanese university students over a 14-week semester. The project focused on the art of filmmaking and develops unique ideas (screenplay, screenplay music, etc.) to be creative both individually and in groups. Survey results showed that the video production process helps students understand the need for greater empathy online. They believed that the video project provided them with many unique learning opportunities to explore an empathetical perspective to their online habits. As students grow with digital tools and actively participate in the digital domain, these findings suggest that teaching students about important social concerns should begin with digital empathy. This data also supports the effectiveness of the integration of video production projects within the EFL class.
