Using Digital Storytelling to Engage Student Learning

Suwardy, Themin; Pan, Gary; Seow, Poh Sun

doi:10.1080/09639284.2012.748505

Cited by 68 publications

(55 citation statements)

References 13 publications

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“…The results of the present study are consistent with those of the study by Sandars et al in which they showed that digital storytelling could increase the involvement of first year medical students with content, and consequently having a positive effect on their learning (29). Suwardy et al and Shelton et al also reported the positive impact of storytelling (22,24). The results of the present study were consistent with those of the study by Paulins et al who reported the positive effect of enriched presentations (9).…”

Section: Discussionsupporting

confidence: 83%

See 1 more Smart Citation

The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students

Toofaninejad

Alahkarami

2017

Interdiscip J Virtual Learn Med Sci

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Background: Absorb-type activities are informative and inspiring. Such activities stimulate learners to access the updated information they need. They have been known as an effective and necessary part to design e-learning content. This study aimed at comparing the effect of e-content designed by absorb-type activities approach with conventional e-content on the learning and retention of students. Methods: This was a quasi-experimental study with pre-and posttest, and control group. The study population included thirdgrade students at a high school in Tehran. Using convenience sampling technique, 52 students were selected and randomly assigned into 2 experimental and control groups. The experimental group was trained by e-content, designed by the absorb-type activities approach, while the control group was trained by e-content designed by conventional methods. The measurement instrument was expert-made pre-and posttests in physics. The reliability of the pretest and posttest using Cronbach's alpha coefficient was 0.82 and 0.89, respectively. Experts and physics teachers also confirmed the face and content validity. For data analysis, descriptive (mean and standard deviation) and inferential statistics (analysis of covariance), and SPSS version 16 software were used.

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Section: Discussionsupporting

confidence: 83%

“…Suwardy et al (22) used digital storytelling to engage students in learning. The results showed that using digital stories could be a suitable teaching method to help conceptualize in the field of business and have a positive impact on helping decision-making in students.…”

Section: Introductionmentioning

confidence: 99%

The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students

Toofaninejad

Alahkarami

2017

Interdiscip J Virtual Learn Med Sci

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“…Moreover, as a study conducted by Suwardy et al (2013) in Singapore Management University, Singapore, most students "felt that digital storytelling was able to provide open-ended discussions, opportunities for decision-making and meaningful feedback" (p. 115). Therefore, students can find themselves involves in the discussion and have a strong motivation to convey their ideas, which helps improve their language competence.…”

Section: The Merits and Concerns Of Digital Storytelling Implementatimentioning

confidence: 99%

Teachers’ Concerns and Solutions Towards The Implementation of Digital Storytelling in Teaching English in ESL Classroom in Asian Countries

Bui¹

2015

JMC

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We are living in the era of Information Technology where students have a lot exposure to the state-of-the-art devices and softwares. The remarkable revolutions in interactivity and multimedia materials together with countless emerging technologies have also enabled the conception of digital storytelling. However, it has not been widely used in many developing countries such as Vietnam. Therefore, the purpose of this paper is to conduct an investigation into the history of digital storytelling, the necessary facilities and how it is being used educationally in the classroom so that teachers in developing countries can widely apply digital storytelling in teaching. This paper also raises students" awareness towards using technology in their study, which will make an important breakthrough in teaching and learning English in Vietnam.

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“…Individuals are liable to pay more attention to what is told when they face interesting and exciting stories (Gils, 2005). Hence, storytelling has been a crucial educational instrument to convey information from a generation to the next one since the early ages (Smeda, Dakich & Sharda, 2014;Suwardy, Pan & Seow, 2013;Wang & Zhan, 2010). Storytelling is a simple but powerful instrument to explain complex, difficult and abstract subjects (İnan, 2015;Robin, 2006Robin, , 2008Smeda, Dakich & Sharda, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Digital storytelling is a process of creating a story on a given subject by adding several multimedia elements such as visual, audio and music to a scenario text in general (Banaszewski, 2005;Robin, 2006Robin, , 2008. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement (Gils, 2005;Hung, Hwang & Huang, 2012;Robin, 2006;Suwardy, Pan & Seow, 2013;Yang & Wu, 2012). Robin (2008) states that digital storytelling helps students not only discuss the subjects given in the story but also organize the findings and concepts in a more understandable manner.…”

mentioning

confidence: 99%

Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

Özpınar

Gökçe

Yenmez

2017

JETS

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Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students' academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.

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Using Digital Storytelling to Engage Student Learning

Cited by 68 publications

References 13 publications

The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students

The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students

Teachers’ Concerns and Solutions Towards The Implementation of Digital Storytelling in Teaching English in ESL Classroom in Asian Countries

Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

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