The impact of digital story-telling on trait Emotional Intelligence (EI) amongst adolescents in South Africa – a case study

Abstract

Introduction High trait EI is positively correlated with leadership abilities, autonomy and with core experiences of feelings of collaboration, of community. Adolescents, who are constantly exposed to local and global peer pressure via their participation in Web 2.0 social networking activities seek approbation and advice from their peers rather than their parents yet still experience feelings of alienation and a lack of connection. Can teachers harness the same Web 2.0 to positively influence trait EI? This study aims to investigate the impact of self-developed versus other-person-developed digital stories on emotional intelligence in learners, Durban, South Africa. Methods Four classes each of Grade 9's and Grade 10's have been recruited into the study. Experimental groups were exposed to a specific digital story influence including constructing their own, watching peer-created and public digital stories. Non-experimental classes experienced no intervention. The SSEIT trait emotional intelligence test will be administered pre-test, midway, post-test and one school term after the completion of the intervention, allowing longitudinal tracking of emotional intelligence test results. Results This paper will report on the findings showing the impact of the creation of digital story- telling, watching of peer and public digital stories on trait EI. It will also show how qualitative data gives more immediate information than quantitative data from the SSEIS test. However, the actual writing of the test will be shown to be critical in pupils evaluations of their experiences. Conclusions This study will indicate whether teachers are able to effectively use Web 2.0 tools to foster trait EI in the classroom.