Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

Abstract

The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions. Sustainability 2020, 12, 3204 2 of 12In addition, they learn to use the Internet, as well as to analyze and synthesize the big amount of information they receive, so they have to organize their ideas properly. On the other hand, they learn to solve problems, to take control over their learning process, to reflect about themselves critically [21], and to develop their emotional intelligence [22].The authors of [23] focused their research on the pedagogical repercussion that is derived from digital storytelling. They say these digital narrations are a pedagogical tool, which promotes the student-centered learning strategies. This tool has the following features: (a) Student active participation, (b) reflexive learning, (c) project-based learning, and (d) effective technology integration.These benefits provided by the use of digital storytelling, related to the current importance of the use of an active, participative, and inclusive methodology, are fundamental, as they allow reaching the objectives proposed and the development of competencies that are needed for the comprehensive development of the student [19,20]. However, for this, it is indispensable that the teachers have the necessary qualifications, as they must possess the digital knowledge and abilities needed for adding these new digital tools to the classroom, to make the most out of their use [24][25][26]. Starting from the initial training of the future teachers, it is necessary to promote the development of digital competencies that prepare them to adapt the educational system [27] to the new transformations derived from the digital era, that convert the more traditional methodologies into more innovative, motivational, and autonomous ones for the students [28,29].There are many studies that have addressed the creation of digital stories through different software programs. Reference [26] proposed an approach that measured the degree of competencies acquired by the students through an evaluation rubric that considered four dimensions: Digital, narrative, creative, and didactic competencies; however, it lacked a research methodology.Also, the authors in [17] use the collaborative design of the story to promote sociability and creativity in school children, through the use of a Likert-type questionnaire with four response options, with a total of 15 items. In this case, the validation of the instrument utilized was not addressed.O...