“Video Advertisement Creation and Analysis through Experiential Learning” was implemented in the course Marketing Management. This initiative transforms traditional marketing instruction into a hands-on creative and analytical exercise, enabling students to apply strategic marketing frameworks in a real-world context.

Statement of Clear Goals

The initiative was designed with the following academic objectives:

• To enable students to apply Segmentation, Targeting, and Positioning (STP) concepts in a practical marketing scenario.
• To enhance creative thinking and strategic marketing decision-making.
• To strengthen analytical reasoning through justification of marketing choices.
• To develop teamwork, leadership, and communication competencies.
• To bridge the gap between theoretical marketing models and real-world digital advertising practices.

Need Identification

Traditional lecture-based teaching in marketing often limits the translation of conceptual frameworks into practical execution. While students may understand models such as STP conceptually, they frequently encounter challenges in:

• Designing marketing strategies for a defined target audience.
• Aligning creative messaging with positioning objectives.
• Integrating theory with contemporary digital marketing practices.
• Presenting and defending strategic marketing decisions.

To address this teaching–learning challenge, a structured experiential assignment involving video advertisement creation was introduced.

Description of the Initiative

The activity required students to conceptualize, produce, and analyse a one-minute video advertisement, thereby integrating creative execution with strategic marketing planning.

Structure of the Activity

• Students were divided into groups of three members.
• Each group selected a product or service of their choice.
• Teams conceptualized and created a one-minute video advertisement using mobile phone cameras.
• Emphasis was placed on creativity, clarity of communication, and audience appeal.

Presentation and Analysis Component

During seminar sessions:

• Each group screened their advertisement.
• Students presented the underlying marketing strategy, covering:
  • Segmentation criteria
  • Target audience identification
  • Positioning strategy
• Groups justified their creative and strategic decisions using marketing frameworks.

Duration

Two weeks, including:

• Conceptualization and planning
• Video production
• Strategy documentation
• Presentation and evaluation

Tools and Academic Integration

• Mobile phone cameras
• Basic video editing tools (mobile or desktop-based)
• Presentation tools (PowerPoint / Google Slides)

The initiative integrates digital content creation with core marketing theory, reflecting contemporary industry practices in digital advertising and brand communication.

Assessment Strategy

Evaluation was conducted using structured rubrics aligned with course outcomes, focusing on:

• Creativity and audience appeal
• Clarity and depth of marketing strategy
• Application of STP framework
• Strategic justification and presentation skills
• Team collaboration and coherence

Assessment emphasized both creative execution and analytical rigor.

Innovation Component

This initiative represents a shift from lecture-centric teaching to participative, experiential learning. It is innovative because it:

• Encourages learning-by-doing through real-time content creation.
• Combines creative storytelling with analytical marketing frameworks.
• Simulates real-world digital advertising challenges.
• Promotes interdisciplinary competencies including creativity, strategic thinking, and communication.
• Requires students to defend marketing decisions in a professional format.

Unlike traditional assignments that focus solely on theoretical analysis, this initiative integrates strategy formulation, execution, and evaluation within a single structured activity.

Significance of Results

Measurable Outcomes

• Improved performance in application-based marketing examinations.
• Enhanced ability to apply STP concepts in practical contexts.
• Increased classroom engagement and participation.

Qualitative Impact

• Higher student confidence in presenting marketing strategies.
• Improved teamwork and collaborative decision-making skills.
• Greater understanding of real-world marketing dynamics and consumer targeting challenges.
• Enhanced creative and critical thinking abilities.

Student Feedback Summary

Overall Rating: 4.5 / 5

Key Appreciations:

• Hands-on learning experience.
• Creative freedom combined with strategic application.
• Better understanding of marketing concepts through practical exposure.

Areas for Further Improvement:

• Inclusion of industry expert feedback on advertisements.
• Integration of basic digital analytics tools to measure advertisement effectiveness.

Reflective Critique

Strengths:

• High student enthusiasm and active participation.
• Effective linkage between marketing theory and digital execution.
• Development of creativity, strategic reasoning, and presentation skills.

Challenges:

• Time management across multiple group presentations.
• Variations in students’ technical editing capabilities.
• Ensuring uniform assessment standards across diverse creative outputs.

Conclusion

The “Video Advertisement Creation and Analysis” initiative exemplifies innovative marketing pedagogy by combining strategic theory with creative digital execution. Through experiential learning, students gain practical exposure to contemporary marketing environments while strengthening analytical and communication competencies. The initiative contributes significantly to professional readiness and aligns with the institution’s vision of delivering application-oriented management education.