The effect of digital storytelling on visual memory and writing skills

Abstract

The aim of this study is to determine the effect of digital storytelling on the visual memory capacity and writing skills of students. A total of 59 s grade primary school students participated in the current study. The randomized pretest - posttest control group design was used in the study. Students in the experimental groups completed the process through digital storytelling. The research was conducted over 13 weeks. The “Benton Visual Retention Test” and “Composition (Written Narrative) Evaluation Scale” were applied as pretest and posttest. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. As a result, the findings showed a significant improvement in terms of the visual memory capacity and writing skills of students in both experimental and control groups, and the average gain scores were higher in the experimental group. Findings further demonstrated that digital storytelling created a significant difference in the writing skills of students. However, no statistically significant difference was observed between groups although the gain score averages of the experimental group students were higher in terms of visual memory capacity.