Abstract
In this study, a storytelling approach was adopted in a college elective course, Game-Based Programming. An ADLR model (Analysis, Design, Leveraging, and Refinement) was adopted for story creation in the course. Along with the process of creation, several research questions were specified for further exploration, including: 1) What were the processes by which students analyzed the story project? 2) How did students design their storylines? 3) How did students leverage the use of media in their stories? 4) How did students refine their stories? and 5) How did students react to their achievement from the process? The study employed a qualitative approach to collect multiple research data. Inductive analysis summarized following research findings. To start their story projects, students searched relevant resources, chose a topic, analyzed the features of the platform, and set their own goals to create story content for a specified audience group. Students explored the design features and functions of the 3D story tool, and leveraged the use of media and block codes to present the content and interactions for their stories. They refined their story content by testing and modification to make the interactions tailored to the audience’s use. It is suggested that the ADLR process might be adopted for future implementation of digital storytelling.
Highlights
IntroductionStorytelling has been widely applied in communication and practice among diverse professional domains, such as: language acquisition (Lee, 2021), nursing education (Price et al, 2015), the health profession (Moreau et al, 2018), social
Along with the process of creation, several research questions were specified for further exploration, including: 1) What were the processes by which students analyzed the story project? 2) How did students design their storylines? 3) How did students leverage the use of media in their stories? 4) How did students refine their stories? and 5) How did students react to their achievement from the process? The study employed a qualitative approach to collect multiple research data
Along with the creation process, several research questions were identified, including: 1) What were the processes students used in analyzing the story project? 2) How did students design their storylines? 3) How did students leverage the use of media in their stories? 4) How did students refine their stories? and 5) How did students react to their achievement from the process?
Summary
Storytelling has been widely applied in communication and practice among diverse professional domains, such as: language acquisition (Lee, 2021), nursing education (Price et al, 2015), the health profession (Moreau et al, 2018), social. In higher education, storytelling is used as a teaching strategy to invite individuals to use contemporary media to shape and interpret what they perceive and learn by means of designed story content. Students are encouraged to learn the use of advanced tools to create their stories for diverse educational purposes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
