Creation Of Digital Stories Research Articles

The Effects of Generative AI Platforms on Undergraduates’ Narrative Intelligence and Writing Self-Efficacy

Digital storytelling and generative artificial intelligence (AI) platforms have emerged as transformative tools that empower individuals to write with confidence and share their stories effectively. However, a research gap exists in understanding the effects of using such web-based platforms on narrative intelligence and writing self-efficacy. This study aims to investigate whether digital story creation tasks on web-based platforms can influence the narrative intelligence and writing self-efficacy of undergraduate students. A pretest–posttest comparison study between two groups was conducted with sixty-four undergraduate students (n = 64), majoring in Primary Education. More specifically, it compares the effects of the most well-known conventional platforms, such as Storybird, Storyjumper, and ZooBurst (control condition), and generative AI platforms, such as Sudowrite, Jasper, and Shortly AI (experimental condition) on undergraduate students, with an equal distribution in each group. The findings indicate that the utilization of generative AI platforms in the context of story creation tasks can substantially enhance both narrative intelligence scores and writing self-efficacy when compared to conventional platforms. Nonetheless, there was no significant difference in the creative identity factor. Generative AI platforms have promising implications for supporting undergraduates’ narrative intelligence and writing self-efficacy in fostering their story creation design and development.

Crafting L2 Multimodal Composing Identities

Identity currently features as a prominent theme in digital multimodal composition (DMC), given the significant impact of DMC on identity expression. However, L2 learners’ writer identity development and fluctuation in this type of textual composition needs further exploration in light of the absence of clearly established DMC-specific identity categories and a detailed account of writer identity expansion and restriction processes therein. This study attempts to fill this void by scrutinizing how three 11th graders learning English as a foreign language in Spain crafted their writer identities in English in a 16-week genre-based digital storytelling (DST) intervention that followed the genre-based systemic functional linguistics tradition of L2 writing, and included instruction on attitude (Martin & White, 2005). Qualitative data analysis of multi-source data followed Ivanic’s (1998) writer identity framework, attitude categories, and key notions in multimodality, as well as the DST and identity literature. Results indicate students’ awareness raising of such categories throughout digital story writing, and general preference for appreciation and judgment in writer identity construction, which was contingent upon certain factors. Students’ writer identities and their fluctuation revealed types of specific DMC identity categories, and expansion and restriction processes, which illustrated their multimodal composing identity formation and transformation in digital story creation.

A posthumanist orientation and cross-national, online bilingual digital storytelling

This cross-national, online biliteracy project connected 13 Canadian and Chinese bi/multilingual learners aged 11–15 years. The research was informed by posthuman conceptualizations of literacy, biliteracy, modes, and media, and disrupted binary thinking about mind/body, first language (L1) / second language (L2), and language/materiality in literacy education. A diffractive methodology facilitated exploration of how the dynamic relationship-building between humans and nonhuman entities shaped the bi/multilingual learners’ digital storytelling. The project intended to enable a generative assemblage that positioned languages, media, and places as interconnected, agentive repertoires. It supported bi/multilingual learners’ connection-making with various semiotic resources and their situated lifeworlds and opened opportunities for them to create new forms of meaning. Findings also show that the generative assemblage was affectively rewarding and enabled bi/multilingual learners to be fully engaged in their digital story creation and eager to try more. The article proposes a biliteracy orientation that nurtures ethical meaning-making across languages, modes, and media.

Ethical and methodological reflections: Digital storytelling of self-care with students during the COVID-19 pandemic at a South African University.

The enforcement of the coronavirus disease 2019 (COVID-19) pandemic restrictions disrupted the traditional face-to-face qualitative data collection in public health. The pandemic forced qualitative researchers to transition to remote methods of data collection such as digital storytelling. Currently, there is a limited understanding of ethical and methodological challenges in digital storytelling. We, therefore, reflect on the challenges and solutions for implementing a digital storytelling project on self-care at a South African university during the COVID-19 pandemic. Guided by Salmon's Qualitative e-Research Framework, reflective journals were used in a digital storytelling project between March and June 2022. We documented the challenges of online recruitment, obtaining informed consent virtually, and collecting data using digital storytelling as well as the efforts of overcoming the challenges. Our reflections identified major challenges, namely online recruitment and informed consent compromised by asynchronous communication; participants' limited research knowledge; participants' privacy and confidentiality concerns; poor internet connectivity; quality of digital stories; devices with a shortage of storage space; participants' limited technological skills; and time commitment required to create digital stories. Strategies adopted to address these challenges included an ongoing informed consent process; flexible timelines for the creation of digital stories; one-on-one guidance on creating digital stories; and multiple online platforms to share digital stories. Our critical reflection offers practical guidance for the ethical conduct of digital storytelling in public health research and makes a significant contribution to methodological considerations for use in future pandemics. These ethical and methodological challenges should be recognized as features of the context of the research setting including restrictions imposed by the COVID-19 pandemic than disadvantages of digital storytelling.

EShadow+: Mixed Reality Storytelling Inspired by Traditional Shadow Theatre

eShadow is a digital storytelling platform inspired by traditional Shadow Theatre. It enables the creation of digital stories within a project-based approach that may start from scenario development and include the creation of digital puppets and sceneries, the set-up and recording of story scenes and the final assembly of a digital story. This paper presents details about eShadow architecture, features and how its use has been enhanced, employing the PerFECt framework, to combine it with immersive technologies such as projection mapping, to create mixed reality installations that offer rich learning experiences to participants in informal learning settings. Two installations are described and compared. The evaluation results demonstrate the effectiveness of the approach towards engaging learning experiences that combine mixed reality approaches with arts such as black light theatre.

Using Educational Digital Storytelling to Enhance Multilingual Students’ Writing Skills in Higher Education

Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semi-experimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.

Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories

The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. Additionally, the study aimed to reveal differences among the aforementioned dimensions’ scores. In order to achieve this, the study’s participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored via a rubric and then analyzed. From the analysis, only the content dimension received a high score, whilst all other dimensions were scored at the medium level. The results revealed a significant difference among the digital storytelling dimensions, with mechanics, story structure, and use of technology dimensions negatively differentiated from content and planning. These findings support the use of digital storytelling content that is primarily based on the use of technology and basic digital storytelling principles for science teacher education programs. From this point of view, it can be strongly said that both in field education courses and for instructional technology and vocational courses, the potential for preservice teachers to graduate with having acquired higher skill levels may be realized through digital storytelling. So, teacher education programs should be supported by digital storytelling activities and instructions.

Understanding holistic and unique childhoods: knowledge generation in the early years with autistic children, families and practitioners

ABSTRACT The knowledge of children with special educational needs and disabilities, and their families, is essential for informing educational transition planning and decision-making. However, often their views are marginalised through formalised processes and assessments which underestimate children’s capabilities and prioritise professional knowledge. We draw upon a project in an early years setting that involved five young autistic children, their families, and practitioners in the creation of Digital Stories as the children prepared for the transition to school. Parents and practitioners contributed exemplary (practical) knowledge and children contributed embodied knowledge about the things that mattered to them. We analysed the Stories to find out what we learned about the children through taking these different perspectives. Children’s embodied knowledge revealed their voices, interests and capabilities, with a focus on the spaces where they liked to be and who they chose to spend time with (including themselves). Parents and practitioners shared knowledge about the objects and interests of the child, the choices they make, and where support is needed. Taken together, the Stories provide a holistic view of the child that moves beyond difficulties and challenges. The Stories could be an important tool for professionals and families for supporting children’s transitions.

Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling

This research investigated potentials of bilingual digital story making to engage the creativity of 13 Canadian and Chinese biliteracy learners aged 11–15. Findings in this paper draw on six focal participants and their digital story creation. Informed by asset-oriented multiliteracies, new media literacies, and new materialism, this research adopted a netnography methodology to explore the communal and sociomaterial practices embedded in the intra-actions of human, matter, and virtual spaces of Seesaw and Skype. Drawing on data from six focal students, findings relate how intra-actions among researchers, teachers, students, matters, and spaces shaped participants’ creative acts. This research adds to the knowledge of developing and applying material-informed pedagogies which attend to the enacted agency among teachers, students, materials, and spaces.

Raising Awareness of Stereotyping Through Collaborative Digital Storytelling: Design for Change with and for Children

The purpose of our research is to use design as a mean to support children becoming more aware of stereotypes in their own artefacts. We have been facing this challenge leveraging on Digital StoryTelling (DST) as a powerful instrument to detect children's beliefs and values including those connecting to gender. In addition, considering the role of social interactions in creating and reproducing gender stereotypes in children we have been focusing on the collaborative creation of digital stories to investigate stereotypes as a cultural product. The goal of the paper is to give an account of our process of digging into this topic and our design pathway in developing and assess a DST prototype directed to raise children's awareness. Our work main contribution is to spread insight on our approach and support the HCI community to replicate it to challenge the negative effect of stereotypes, and to provide new knowledge on how gender stereotype awareness could be raised among children through the collaborative creation of DST. As a final research contribution we provide a set of design recommendations to address the design of a collaborative DST tool for raising stereotype awareness.

The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method.

The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.

Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers

"Storytelling", existed long before the printed materials, has been replaced by digital storytelling with the development of technology. Digital storytelling has affected information gathering skills, problem solving and attitudes towards collaboration of education stakeholders. There is a necessity of studying digital storytelling process with pre-service teachers. The aim of this study is to examine the effect of digital storytelling process on digital literacy skills of pre-service teachers and examine the creation process in details. The study was carried out with 36 computer education pre-service teachers. Digital literacy assessment scale, digital storytelling assessment scale and opinion form of the digital story creation process are the data collection tools of this study. Findings show that digital literacy levels of pre-service teachers differ significantly after the digital story creation process. Digital story assessment scale shows that digital stories got high-level scores. Pre-service teachers’ opinions show some difficulties in digital story creation process and highlight the positive contribution of the process of digital storytelling in educational settings.

Investigation of Pre-Service Science Teachers` Digital Story Creation Process based on Turkey Competency Framework

Bu çalışmada, fen bilgisi öğretmen adaylarının lisans eğitimi sırasında alan derslerinde edindikleri bilgileri ve teknoloji alanında kazandıkları becerileri sentezleyerek multimedya ürünleri ortaya koymaları hedeflenmiştir. Çalışmaya katılan öğretmen adayları, bilim insanlarının hayatlarından kesitleri hikayeleştirerek, bu hikayeleri görsel ve hareketli ögeler ve ses kayıtları kullanarak dijital ortama aktarmıştır. Bilimsel konularda kendi düşünme dünyalarını keşfetmelerine yardımcı olacak multimedya ögeleri içeren deneyimler içermesi, alan ve teknoloji becerilerini birlikte kullanmaları yönlerinden çalışma özgün niteliktedir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni; katılımcıların belirlenmesinde, amaçlı örneklem yöntemlerinden ölçüt örneklem kullanılmıştır. Çalışma bir devlet üniversitesinin 4. sınıf Fen Bilgisi Öğretmenliğinde öğrenim gören 50 öğretmen adayı ile gerçekleştirilmiştir. Veri toplama aracı olarak öğretmen adayları tarafından hazırlanan senaryo metinleri, hazırlanan dijital içerikler, araştırmacılar tarafından hazırlanan Dijital Hikâye Hazırlama Deneyimlerine Yönelik Yansıtma Formu kullanılmıştır. Verilerin analizinde, Türkiye Yeterlilikler Çerçevesi (TYÇ) kapsamında yer alan başlıklar ana temalar alınarak, tümden gelimci içerik analizi yönteminden yararlanılmıştır. Öğretmen adayları tarafından geliştirilen hikayelerin değerlendirilmesi ise Sarıca ve Usluel (2016) tarafından geliştirilen Eğitsel Bağlamda Dijital Hikâye Anlatımı Rubriği’nin dijital hikâye bölümü kullanılmıştır. Bulgular incelendiğinde, TYÇ`nde yer alan pek çok başlıkta öğretmen adaylarının beceri geliştirdiği veya farkındalık kazandığı görülmüştür. Örneğin, senaryolaştırma sürecinde öğretmen adaylarının, özellikle yazılı ifade becerilerini geliştirdikleri; dijital ortama aktarma sürecinin konuşma becerilerine önemli katkılar sağladığı görülmüştür. Diğer yandan, öğretmen adaylarının bilimsel çalışmalarda hayal gücü ve yaratıcılığın rolünü fark etmeleri ve özgün ifade şekillerinden yararlanmaları çalışmanın öne çıkan bulguları arasındadır. Öğretmen adayları tarafından hazırlanan videoların, değerlendirme rubriğinde yer alan dört alt boyut için büyük oranda ortalamanın üzerinde bir değerlendirme puanına sahip olduğu sonucuna ulaşılmıştır.

Investigation of the Effect of Digital Storytelling on Cultural Awareness and Creative Thinking

In this study, the effects of the teaching of the life science course performed using Storyjumper software- one of the Web 2.0 tools-, on primary school second grade students' cultural awareness and creative thinking skills were examined. In the study, single group pretest-posttest weak experimental model was used. Convenience sampling method was used for determining the participants of the research. The participants of the research consisted of 22 second grade students. In order to collect the research data, Torrance Test of Creative Thinking Verbal-A and Cultural Awareness Level Determination Form created by the researchers were used. The analysis of quantitative data was conducted via Wilcoxon signed-ranks test. The answers for Cultural Awareness Level Determination Form were analyzed using inductive content analysis methods. As a result of the study, it was determined that the teaching performed for digital story creation had positive effects on students' cultural awareness and creative thinking skills.

Multiple becomings in digital story creation

ABSTRACT Using ethnographic approaches, we document encounters of humans and materials in environments where a digital tool was used to create multilingual and multimodal stories. Thinking with theories of the sociomaterial and concepts of agencement and becoming (Deleuze & Guattari, 1987), we reflect on identity construction as a collective process of coming into being. To do so, we examine relationships formed among young children, adults, digital devices and platforms, language and literacy norms, as well as discourses about monolingualism, multilingualism and literacy instruction to better understand how they converge during story creation.

Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions.

The Impact of Digital Storytelling on Social Agency: Early Experience at an Online University

ABSTRACT ‘Digital Storytelling’ is a term often used to refer to a number of different types of digital narrative including web-based stories, hypertexts, videoblogs and computer games. This emergent form of creative work has found an outlet in a wide variety of different domains ranging from community social history, to cookbooks, to the classroom. It is the latter domain that provides the focus for this paper, specifically the online classroom at the tertiary level. The first step in the experiment was to train faculty in the art of digital story creation. After sharing these stories with students as part of the standard “Introduce Yourself” discussion board activity, the next step was to encourage students to reciprocate by producing their own stories. The third and final step in the experiment was to use digital storytelling as the vehicle for the submission of team assignments. Early feedback from students suggests that listening to and telling ‘true stories’ was a compelling and emotionally-engaging experience, providing an opportunity for ‘transformative reflection’ (Lambert 2000). By including multimedia, learners were able to build upon the fundamentals, presenting content in an easy-to-absorb and compelling way. In terms of team assignments students learned to become more effective actors in collaborative work environments. The authors conclude that as—in the majority of societies from earliest recorded times —people are ‘hard wired’ both to tell and to listen to stories from a very young age and, significantly, to remember stories, the scope for deep learning using this particular pedagogical tool is considerable.

Neoliberal Burdens for Women in Academy: ‘How Dare We Not Work’

In this article, I discuss the potential of digital storytelling as a site where feminist scholars in academia can get together to reflect upon their concerns about neoliberal burdens in academia. I rely on the recent literature about the feminist interventions in higher education in addition to giving an account of the grass-roots digital storytelling movement around the world and its feminism oriented journey in Turkey. Focusing on the digital stories told at the pre-conference digital storytelling workshop in EMU (Eastern Mediterranean University) immediately before the 5th International Conference on Gender Studies in March 2015, the aim of that digital storytelling workshop was not only to facilitate the creation of digital stories told by feminist academics but also to carry these digital stories into the program of the conference in a special session that hosted both the screening of these digital stories and an open discussion about our neoliberal concerns in academia and everyday life. This article also provides an account of the main discussions and attempts to suggest the digital storytelling workshop as a tool for broadening the interactions between academic and activist feminisms.

Создание цифровых историй как средство формирования коммуникативной компетенции студентов

Создание цифровых историй как средство формирования коммуникативной компетенции студентов

Digital Narration: The Pictures in School Books as a Source of Inspiration and Artistic Creation

The present article describes a Cultural Program of Extra Curricular School Activities which took place during the school year 2017-18, at a Junior High School located in North Greece. The program with the title “Digital Narration” concerned the creation of digital stories by the students of the 7th grade. The digital stories took part in the 5th International Student Competition, co-organized by the Museum of School Life and Education, of the National Centre of Research and Preservation of School Material, and of the Department of Educational Radio-Television and Digital Media, under the auspices of the Greek Ministry of Education. The topic of the contest was the pictures in school books which provided a source of inspiration and of artistic creation to the students and gave them the opportunity to develop 21st century skills and competences. The students’ digital stories won first prize in the competition and the overall program received an Honorary Diploma from the Serres Group for Unesco, as it supported “Quality Education”, the 4th sustainable development goal.