Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

Aktaş, Elif; Yurt, Serap Uzuner

doi:10.5430/ijhe.v6n1p180

Cited by 40 publications

(36 citation statements)

References 20 publications

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“…A review of the literature has shown that there are some studies that corroborated with the findings of this research. In one of these studies, Aktaş and Uzuner Yurt (2017) concluded that Turkish pre-service teachers had difficulty in dubbing and creating stories while designing a digital story. The authors also found that digital storytelling contributed to motivations, and promoted permanent learning, technology use skills and writing skills.…”

Section: Discussionmentioning

confidence: 99%

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

Özüdoğru

Çakır

2020

Participatory Educational Research

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The goal of the current study was to examine the opinions of preservice teachers about the use of digital storytelling in literacy education. This study was designed as a case study from qualitative research models. A total of 32 sophomore pre-service teachers studying at the Department of Literacy Education in the Faculty of Education in a state university during 2015-2016 academic year participated. The participants created digital stories based on the curriculum goals during the instructional technologies and material design course. The data was obtained from interviews with the students through the use of semistructured interview forms, researcher's field notes and students' reflections. The obtained data were analyzed through content analysis. The results of this study indicate that digital storytelling is perceived as entertaining by pre-service teachers. Additionally, it was revealed that scenario and dubbing are of great importance in practicing digital storytelling. They also stated the importance of teaching with stories in their own profession. Another finding emerging from this study is that the participants had difficulty in using the software. Based on the findings, it can be noted that it would be beneficial to take the opinions of experts in selecting the software, optimize the technological infrastructure and refer to interdisciplinary studies. The study concludes with implications and recommendations for promoting digital storytelling.

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Section: Discussionmentioning

confidence: 99%

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

Özüdoğru

Çakır

2020

Participatory Educational Research

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“…The fact that listening lessons made with DST positively affect learning and it is more effective than the listening lessons made by using voice records, it positively affects student motivation are reflected to research findings. Moreover, it is seen that DST develops listening skills both in creation process (Yuksel, Robin, & McNeil, 2011;Yang & Wu, 2012;Yoon, 2016;Aktas & Yurt, 2017) and as product output (Ramirez-Verdugo & Belmonte, 2007;(Abidin, Pour-Mohammadi, Souriyavongsa, Tiang, & Kim, 2011;Cigerci & Gultekin 2017) in the other studies conducted on listening.…”

Section: Discussionmentioning

confidence: 93%

The Effect of L2 Listening Texts Adapted to the Digital Story on the Listening Lesson

Tanrıkulu

2020

Turkish Online Journal of Distance Education

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The study conducted as the action research model aimed to identify the effect of use of new story form, digital storytelling (DST) as a product input in listening lessons on listening lessons. Working group of the research consists of higher education undergraduate foreign students mostly financed by UN (N:49). The two-step procedure covers a twelve-week-process of six weeks each. The first step was applied on students studying at C1 level and the second step was applied on students studying at B1 level. During the procedure, 40 texts in DST format were used for listening lesson. Researcher diary, student diary and focus group discussions were used as data collection tools. The data obtained were analyzed with Nvivo 11 qualitative data analysis program. Themes were created by coding and categorizing the data. As a result of the research, it is seen that digital storytelling has a positive effect on the development of listening skills, positively affects learning and is more effective compared to listening lessons taught with voice recordings and increases student motivation.

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“…Digital storytelling enhances a student engagement, in agreement with Akkerman, Admiraal, and Huizenga (2009) games had a positive effect on student engagement. Aktas and Yurt (2017) found that digital storytelling has a positive effect on permanent learning, too.…”

Section: Discussionmentioning

confidence: 98%

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

Maraffi¹,

Sacerdoti²,

Paris³

2017

UCER-A

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Educational technologies that use more suitable tools to help students improve the teaching-learning process: games and video games are excellent educational vehicles. The project GeoQuest is a class-interactive role-playing computer game-computer class role plating game (CCRPG), to teach inter-disciplinary science and humanities. The students interact with the game using their own smartphone or tablet and the system collects the individual answers. Game paths, such as several activities, videos, animations, and hands-on activities, to incentivise different perception channels and multiple communication codes. GeoQuest is a new teaching approach designed for learning on gaming (LoG) to learn while playing, different from edutainment (educate and entertain together) and gaming to learn (playing a game without specific didactic). With LoG, the game "hides" didactic inside the game. The CCRPG allows a significantly greater attention, with a persistent attention during the whole game. This improves learning processes, and at the same time, renew teaching competences of mentors integrating information and communications technology (ICT), storytelling, and digital game base learning (DGBL) with an ease of realise new didactic product.

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Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

Cited by 40 publications

References 20 publications

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education

The Effect of L2 Listening Texts Adapted to the Digital Story on the Listening Lesson

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

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