Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates

Thang, Siew Ming; Sim, Lee Yit; Mahmud, Najihah; Lin, Luck Kee; Zabidi, Noraza Ahmad; Ismail, Khaidzir

doi:10.1016/j.sbspro.2014.02.067

Cited by 53 publications

(53 citation statements)

References 5 publications

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“…The other digital stories contain pictures, texts, and audio recorded coherently (Razmi, Pourali, & Nozad, 2014;Thang et al, 2014). The digital story in this study combines all of them in one format (in .mp4).…”

Section: Introductionmentioning

confidence: 99%

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

2019

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The development of digital story conceptual change-oriented (DSCC) has been implemented to reduce the number of students' misconceptions. In this study, DSCC is reviewed based on the story aspect. This experimental design study used a one-group pretest-posttest design. The sampling in this study was taken by a purposive technique involving 114 students from two districts. The diagnostic instrument used was four tier-test and rubrics for assessing the story aspect of DSCC. In determining the decrease of the students' misconceptions, the researchers use the DQM formula. The analysis of DSCC's assessment result was done using a holistic method. The result of the study shows that there was a decrease in the number of students' misconceptions within the high category. The highest number of the student who decreases after the implementation of DSCC was 100% and that statement of misconception was: "every motionless object has no energy". On the other side, the result of the story aspect assessment shows that there was 20% of students gave negative comments for DSCC's sequence/chronology events and 10% of the state that the location/ plotting of places was inappropriate(out of character). It is recommended for further research to consider the learning model to optimize the minimalization of the number of students' misconceptions.

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Section: Introductionmentioning

confidence: 99%

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

2019

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“…Nevertheless, the contributing effects of DST on digital literacy identified by the previous studies (Karakoyuna & Kuzub, 2013;Thang et al, 2014;) are mostly derived from a single survey and/or self-appraisal by the participants. Besides, the questionnaire used by the previous study did not break down the construct of digital literacy into its sub-domains.…”

Section: Dst and Empowermentmentioning

confidence: 99%

“…For instance, Robin (2016) claimed that students' technology literacy was enhanced as they added texts, images, audio, and video into their digital stories, whereas Sylvester and Greenidge (2009) found that students tended to employ both old and new literacies while creating digital stories. Thang et al (2014) claimed that DST helped enhance students' language literacy, communication literacy, and media literacy. Besides, creating digital stories not only enhances students' digital literacy but also helps them achieve school-based curriculum goals (Karakoyuna and Kuzub, 2013).…”

Section: Dst and Its Educational Benefitsmentioning

confidence: 99%

“…The Ministry of Education (MOE) in Taiwan also recognized the importance of digital learning and included the development of information communication technology (ICT) skills in its educational guidelines (MOE, Taiwan, 2012). Much research has hypothesized a close relationship between digital storytelling (DST) and digital literacy (Karakoyuna & Kuzub, 2013;Robin, 2016;Thang et al, 2014. ) and supported the connection between the use of DST and students' engagement and motivation for learning (Pop, 2012;Sylvester & Greenidge, 2009;Yang & Wu, 2012).…”

Section: Introductionmentioning

confidence: 99%

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2020

ijl

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“…The results were encouraging, as they revealed that students felt motivated and were able to improve on their English storytelling speaking skills. Digital storytelling also encouraged students to collaborate and discuss their speaking skills (Thang et al, 2014). In a random review of various digital stories retrieved from the Internet, Porto and Belmonte (2014) concluded that digital storytelling enabled the producers to select specific images to effectively demonstrate the intended message, and also enabled them to deliver their personal experiences to a global community of viewers.…”

Section: Digital Video Storytellingmentioning

confidence: 99%

The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

Gromik¹

2015

JEL

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The integration of smartphones in the language learning environment is gaining research interest. However, using a smartphone to learn to speak spontaneously has received little attention. The emergence of smartphone technology and its video recording feature are recognised as suitable learning tools. This paper reports on a case study conducted with 67 English as Foreign Language undergraduate students at Tohoku University, Japan. Students were encouraged to use their smartphone video recording feature to produce one 30-second video per week over a 12-week period addressing a teacher-selected theme. The results indicate that students were able to produce video digital stories to express their opinion regarding the teacher-selected themes, in the target language. The implications for teaching and learning clearly indicate that smartphone-based video storytelling is a relevant task for language learners who will have to become conversant with this medium of learning.

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Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates

Cited by 53 publications

References 5 publications

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

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The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

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