Abstract
Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling
Highlights
It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006)
When the experimental and control groups were compared, it was concluded that the experimental process had a moderate effect in favour of the experimental group on the creative writing skill
As a result of this study, it can be concluded that collaborative digital storytelling (CDST) improved students' creative writing skills and can be used in language lessons
Summary
It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006). It was concluded that the experimental process did not have a significant effect on social-emotional learning skills This may be because the students in both groups performed a collaborative study. Robin (2006) described DST as involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving In this process, recent studies have started to focus on collaborative digital storytelling to support students (Liu et al, 2018; Nishioka, 2016; Perez et al, 2016; Perez et al, 2018; Rubino et al, 2018). The section is devoted to the relationship between CDST and creative writing and social emotional learning, respectively
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