Narrative-based learning using mobile devices

Abstract

PurposeThe aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies.Design/methodology/approachA study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test.FindingsThe results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices.Originality/valueThe conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.

Review of scientific production concerning Storytelling mediated by technology between 2019 and 2022 through SCOPUS.

“…In the eld of Education, storytelling has a great presence as a didactic strategy (Vergara, 2018) Story-based Learning is an active methodology that promotes the research based on a story (tale, novel, or lm), using different technological resources, as Google Workspace or Genially. The didactic sequence is based on the creation of an emotional bond towards the story and its reaches its highest point with an product of learning application based on the creation of one's own stories (Sánchez-Rivas et al, 2022).…”

Recursos Educativos Abiertos (REA) en la formación inicial docente: aproximación tecnológica en la enseñanza de Lengua

“…Otro aspecto reseñable es la diversidad de enfoques y estrategias pedagógicas que los REA utilizan(Santos-Hermosa, & Abadal Falgueras, 2022), lo que mostró a los estudiantes propuestas metodológicas que ponen el foco en generar aprendizaje significativo, activo, constructivo y duradero. Este hecho puso de relieve la importancia del binomio formado por la tecnología y la pedagogía, que es clave para lograr las mejoras significativas en el proceso de enseñanza y aprendizaje(Sánchez Rivas et al, 2022). Además, la mayoría de los estudiantes destacó los distintos procedimientos de evaluación de los REA, así como los numerosos instrumentos (rúbricas, dianas, listas de comprobación o diarios de aprendizaje) que el CEDEC pone a su disposición(Valdera López, & Alberdi Causse, 2019).En segundo lugar, sobre los resultados de sus diseños REA, se constató una asimilación de los objetivos que todo REA debe cumplir para un aprendizaje efectivo (Santos-Hermosa, & Abadal Falgueras, 2022).…”