Abstract:
Audio-visual media such as movies are increasingly taking a prominent role in education worldwide (Devika et al. Citation2020). The edificatory uses of movies have been recently considered particularly quick and effective and labeled edutainment, (Djamàa Citation2016). The movies with their visual reality nowadays have become an effective and long-lasting means of influence on the audience by inviting and allowing the audience to explore and experience new occurrences that take place in the real-life world (Zhang Citation2013). With its own discourse in learning, films as a significant tool even teach good habits of mind (Iranmanesh and Darani Citation2018). Though created not necessarily with an eye to accuracy or truthfulness (DATABASES: Library of Congress Citation2021; Marwick Citation2010), film as an artifact deserves the serious attention of historians. Recasting a literary historic and classic piece into a cinematic adaptation offers a new vista to the insightful understanding of lavish yet everlasting values with a fusion of esthetics and stark life truths that persist irrespective of the time (DATABASES: Library of Congress 2021; Strong and Lotter Citation2015; Vergara Citation2015). Analyzing films is in a way transformation of an iconic and indexical experience into a symbolic one that is able to be verbally expressed. Considered a noble reviving of the preciousness, adaptations materialize an entry into a new world extracted from the real-life heroic and horrific incidents of World Wars (Baiju Citation2018). After WWII, there was a huge competition in presenting the lively scenes of the battle. Hollywood has a remarkable importance in such various events, experiences, wars, ages, and epochs assisted in forming the history of each nation. As a learning tool, in research and practice, movies keep on receiving two persistent questions on movie usage: How can learning be made easy through the movie? What is the authenticity of such learning?.