Application Of Digital Storytelling Research Articles

INVESTIGATING EFL LEARNERS’ ENGAGEMENT THROUGH DIGITAL STORYTELLING: A CASE STUDY AT ISLAMIC HIGH SCHOOL IN CIAMIS

This study aimed to investigate students’ activities during digital storytelling lessons and whether digital storytelling affects EFL students’ engagement or not and identify the extent to which the improvement of EFL students’ interest in their learning process by using digital storytelling. The present study implemented a qualitative approach. A case study was applied as a research design. The instruments in this study were observation and interview. The data analysis of this study is based on what the researcher observed; the observation was utilized to generate a description of whether or not students’ engagement in implementing digital storytelling in the classroom was achieved. The researcher transcribed all of the interviews which were recorded to analyze the data from the interviews. In this research, non-random sampling was used to choose the participants. The sample consisted of four participants, which were categorized based on gender. There were 2 male students and 2 female students. The results show that digital storytelling can affect EFL students’ engagement and the researcher found that the application of digital storytelling could increase students' interest in the learning process.Keywords: Multimedia, Digital Story Telling, Student Engagement, and Interest

Interaction in eXtended Reality Applications for Cultural Heritage

Digital technologies in the modern era are almost mandatory for the presentation of all types of cultural heritage. Virtual depictions of crafts and traditions offer the users the possibility of time travel, taking them to the past through the use of 3D reconstructions of cultural monuments and sites. However, digital resources alone are not enough to adequately present cultural heritage. Additional information on the historical context in the form of stories, virtual reconstructions, and digitized objects is needed. All of this can be implemented using a digital multimedia presentation technique called digital storytelling. Nowadays, an integral part of many museum exhibitions is interactive digital storytelling. This paper gives an overview of the techniques and discusses different means of facilitating interaction on digital storytelling applications for virtual cultural heritage presentations. We describe the ways in which natural interaction and interaction via eXtended Reality (Virtual and Augmented Reality) applications for cultural heritage are made possible. Users will find the stories told through these applications educational and entertaining at the same time. Through user-experience studies, we measure the user edutainment level and present how users react to implemented interactions.

Pupils’ Perceptions on the Adoption and Use of Toontastic 3D, a Digital Storytelling Application for Learning Speaking Skills

English is an important language for all kinds of professional and personal goals. However, learning English as a second language is often difficult as learners are learning in a language which is not their mother tongue. Speaking skills have always played a pivotal role in second language learning as they are essential in job employments. However, there have always been concerned with learners speaking ability in Malaysia. Therefore, with the advent of Information Communication Technology (ICT), researches have shown that Toontastic 3D, a Digital Storytelling Application could be used as a tool to improve speaking skills. Thus, this study explored pupils’ perceptions on the adoption of Toontastic 3D in terms of its usefulness, ease of use and pupils’ attitudes. 11 Year 5 pupils from a rural school in Melaka were selected through purposive sampling for this qualitative study and pupils’ reflective journals and responses from semi-structured interviews were collected. This data was then analyzed using thematic analysis. Findings from the study revealed that most pupils perceived the adoption of Toontastic 3D in speaking activities positively such as Toontastic 3D as a useful tool to enhance speaking skills as well as for the pedagogical process. It was also observed that Toontastic 3D is also a user-friendly tool that enables pupils to access it easily. Therefore, it is hoped that Toontastic 3D can be an option for educators to utilize it as an assessment or a pedagogical tool for speaking skills especially in this digital era.

POSTGRADUATE THESES WRITTEN ON DIGITAL STORYTELLING IN TURKEY: A CONTENT AND CITATION ANALYSIS

<p>The aim of this research is to examine postgraduate theses carried out on digital story in the field of education in Turkey with content and citation analysis. Methodological evaluation and citation analysis techniques were used in the research. In the research, 68 postgraduate theses accessed on the National Thesis Centre of the Council of Higher Education, a search platform, were examined. The findings of the research reveal that the number of theses on digital stories has increased until 2020. Most of the theses were prepared at Gazi University. Postgraduate theses were mainly carried out under the guidance of advisors with the title Associate Professor. The theses on digital stories were mostly prepared in the field of Elementary Education. Mixed approach models were mostly preferred as a method in theses. The sampling of the theses mostly consisted of students at K-12 level. Scale, achievement test, and interview form were used as data collection tools. The data were analyzed mostly using the t-test and content analysis. Digital stories were most frequently prepared by using Photo Story 3 and Movie Maker programs. Digital storytelling applications were mostly used with elementary and secondary school students. “Digital story/ (storytelling) narration/design”, “academic achievement and “attitude” were the most frequently used keywords. The most cited type of source in the theses examined was articles. The most frequently cited source in the theses was the Computer & Education. Among the references to the books, Joe Lambert’s Digital storytelling cookbook and traveling companion is at the top of the list. In addition, the most frequently cited researcher was Bernard R. Robin.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" /></p>

The Personal Is Political Art: Using Digital Storytelling to Teach Sociology of Sexualities.

How can sociology instructors provide high-quality education in the sociology of sexualities that captures both the increasing need for digital pedagogical tools and sociology's continued drive for theoretically rich course content? We present digital storytelling as a highly adaptable instructional tool that is appropriate for a range of undergraduate sociology courses. We outline one specific application of digital storytelling-a staged, semester-long assignment in which students create multimedia presentations to tell stories about how they were socialized into some gendered or sexual role. We also discuss three key learning outcomes from the digital storytelling project: (1) developing students' sociological imagination and intersectional thinking by connecting their own lived experience to social theory, (2) developing transferable technological skills, and (3) learning to apply sociological concepts outside of the classroom. We close our discussion with potential assignment modifications to improve accessibility.

Developing Digital Storytelling of Wayang Topeng Malang As Platform for Cultural Literacy for Students

Digital storytelling has been a popular part of education used as a medium for telling stories. A digital storytelling platform can facilitate the development of collaborative stories. If the storytelling process is facilitated properly, it will lead to the creation of stories that enhance the relationship between the players. Wayang Topeng is one of the traditional performing arts in Indonesia that needs to be told digitally so that students become more interested in and understand the stories about Wayang Topeng Malang. This is an R&D research that has used the modified Borg and Gall concept. Data were collected through observation, interviews and documents. The result of this study was the development of a digital introduction of the characters of Wayang Topeng Malang in the form of 2D animation. The digital storytelling application was uploaded on YouTube, making the content accessible to everyone.
 Keywords: digital storytelling, Wayang Topeng

THE APLICATION OF DIGITAL STORYTELLING IN TEACHING SPEAKING

The first aim of this study was to explore the application of digital storytelling in teaching speaking at the students of state senior high school No 1 Pelepat Kabupaten Bungo. Second, it aims to explore the benefits of digital storytelling in contributing to speaking class. Third, it aims to explore the participants’ perception. This study used qualitative method. The data collection technique used was observation, interview, and audiovisual material. The participants were an English teacher and six of twenty-four students of eleventh grade. The sampling technique used was purposive sampling. The data was analyzed qualitatively by using triangulation. The first finding was digital storytelling use in teaching speaking as in the following procedures: writing the story, recording the story, collecting related pictures, combining (recording and relevant images), and the last step was presenting and evaluating. The second findings was the application of digital storytelling had some benefits such as it contributed to practice and improve students’ speaking skill, the students be familiar with the pronunciations, self-confidence, and evaluated or assessed students’ improvement in speaking skill. The last finding of this study showed that the digital storytelling use in teaching speaking provided participants to have positive and negative perception; for example, high motivation in learning, easy, interesting, and enjoyable media, while for negative perceptions were difficulties in editing, limited time, and lack of related images.

Digital Storytelling to Improve Speaking Skill

Problem identified in this research was the speaking ability of first semester students at international class of Communication Science Department of Tadulako University consider very poor. Students were not brave in expressing their opinion, they tend to be silent during the learning process.This research intends to improve speaking skill through the application of digital storytelling. This is a quasi-experimental non-equivalent control group design. The population of this research was 20 first semester students at international class of Communication Science Department, Tadulako University. This research was conducted in 16 meetings during the first semester. The variable was speaking skill and technique applied was digital storytelling. Data showed that score of t-counted (3.3) is higher than the t-table (2.00). It means that the hypothesis is accepted. Therefore, it can be concluded that Digital storytelling can improve speaking skill.
 
 
 

Influence of science digital storytelling against motivation of learning and critical thinking ability learners

The purpose of this study was to analyze the influence of science digital storytelling against the motivation of learning and critical thinking ability learners. The research design used a nonequivalent control group design because it uses two different treatment when implementing learning. The selection of the samples was done randomly (cluster random sampling). The sample in this research is grade VII D (control class) and VII C (experimental class). Data collection methods used are observation methods, methods of test and method question form. The observation method is measured using an observation sheet consisting of five aspects of critical thinking ability. Every aspect of critical thinking ability analyzed is descriptive. The test method is measured using a multiple choice question in the form of reasoned cognitive taxonomy levels based on Bloom. The influence of science digital storytelling against motivation learning seen from biserial correlation analysis results (rb = 0.87). This means science digital storytelling has a very strong influence on the motivation of learning. While critical thinking ability is also seen in biserial correlation analysis (rb = 0.80). Based on the results of the study it can be concluded that the application of science digital storytelling gives a positive effect against motivation of learning and critical thinking ability.

Digital Storytelling in Language Education.

Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals. The present paper highlights the significance and intricacy of modern technology, specifically digital storytelling (DST), in education. It elaborates the most salient aspects of DST application in language education, considering phases and elements of effective digital stories, steps of composing a digital story, and a critical description on the implementation of DST and fosterage of academic performance.

Narralive – Creating and experiencing mobile digital storytelling in cultural heritage

Storytelling has the potential to revolutionize the way we engage with cultural heritage and has been widely recognized as an important direction for attracting and satisfying the audience of museums and other cultural heritage sites. This approach has been investigated in various research projects, but its adoption outside research remains limited due to the challenges inherent in its creation. In this work, we present the web-based Narralive Storyboard Editor and the Narralive Mobile Player app, developed with the objective to assist the creative process and promote research on different aspects of the application of mobile digital storytelling in cultural heritage settings. The tools have been applied and evaluated in a variety of contexts and sites, and the main findings of this process are presented and discussed, concluding in general findings about the authoring of digital storytelling experiences in cultural heritage.

Literary Myths in Mixed Reality

It is well known that the Decadent movement in European literature (fin de siecle) depends on the narrative of the antiquity, as it is revealed from the discoveries of archaeology in the second half of the 19th century. Amid the ruins of the past authors, painters and poets re-conceptualize time and history through a modernist vision based on an imaginary reconfiguration of the antiquity. In this context, the myth of a city (Pompeii) or of a woman (Salome) offer examples, which would illustrate in a great variety the synergy of a multi-temporal and multi-cultural memory of the myth. In this paper we identify a content-based shortcoming of modern Mixed Reality (MR) intangible and tangible digital heritage storytelling applications for digital humanities. It is an important problem as the very nature of these applications is often been identified with either misguided storytelling, or non-compelling, non-engaging narratives, except the initial captivating moments due to the immersive 3D visual simulation. We propose a new concept that forthcoming MR applications can draw from: Literature-based MR Presence. Based on modern literature excerpts associated with the real heritage sites, digital narratives can achieve new depths of Presence (phenomenon of behaving and feeling as if we are in the virtual/augmented world created by computerized displays). They would evoke deeper sensations if their dramaturgical plots were based on literary texts associated with the heritage sites, from users, as similar to those often associated with cognitive presence, e.g. when someone is feeling of being transported in an alternate reality when simply reading a compelling novel or poem. We examine modern MR simulations and serious games for digital heritage and propose this conceptual framework to study them under this new concept, in order to achieve heightened feeling of Presence in the virtual heritage simulations, based on recent novel h/w advances. Two cases of a tangible historical place (Pompeii) and an intangible character (Salome) are identified as cultural heritage items, with associated reconstruction examples via Mixed Reality simulations and corresponding early modern literary works.

Multimedia Elements of Digital Storytelling for Dyslexic Children

Storytelling is considered as an interactive social arts that uses word and gestures to reveal the elements and images of a story while engaging the listener's imagination. Multimedia based digital storytelling learning approach provides interesting, interactive, engaging and multisensory learning experience to children. Children explore new experience and scenarios as new stories are being told. This study concentrates on determining the best combination of elements for designing effective digital storytelling applications specifically for the usage of dyslexic children. Dyslexic children are known to have a common learning difficulty that can cause problems with reading, writing, spelling and comprehension. These applications are design with the objective to help in improving dyslexic children ability in readings and comprehensions. Four elements were derived from extensive literature studies. The elements are multimedia components, multi-sensory instructional approach, emotional design and games design. The relationship among all the elements were determine and described in details as it will be used to contribute to the design and development of the application in further works. The strength of this study is it models the combinations of technology, psychology and instructional approach as a support components for developing an effective digital story telling learning application for dyslexic children.

Multimedia Elements of Digital Storytelling for Dyslexic Children

Storytelling is considered as an interactive social arts that uses word and gestures to reveal the elements and images of a story while engaging the listener's imagination. Multimedia based digital storytelling learning approach provides interesting, interactive, engaging and multisensory learning experience to children. Children explore new experience and scenarios as new stories are being told. This study concentrates on determining the best combination of elements for designing effective digital storytelling applications specifically for the usage of dyslexic children. Dyslexic children are known to have a common learning difficulty that can cause problems with reading, writing, spelling and comprehension. These applications are design with the objective to help in improving dyslexic children ability in readings and comprehensions. Four elements were derived from extensive literature studies. The elements are multimedia components, multi-sensory instructional approach, emotional design and games design. The relationship among all the elements were determine and described in details as it will be used to contribute to the design and development of the application in further works. The strength of this study is it models the combinations of technology, psychology and instructional approach as a support components for developing an effective digital story telling learning application for dyslexic children.

A STUDY OF LANGUAGE USED FROM SELECTED DIGITAL STORYTELLING

The purpose of this independent study was to analyze the frequency of part of speech type from a digital storytelling application. The data was selected from twenty Aesop’s fables. They were categorized into eight part of speech type: noun, verb, pronoun, adjective, adverb, preposition, conjunction, and determiner. Based on the twenty stories, there were a total of 1,341 words. The results show that, first, there were 313 or 23.34% categorized as verbs, second, 263 nouns or 19.61%, third, 183 pronouns or 13.65%, forth, 174 determiners or 12.98%, fifth, 120 prepositions or 8.95%, sixth, 115 conjunctions or 8.58%, seventh, adverbs or 6.82%, and, eighth, 81 adjectives or 6.04%. Therefore, the most frequent part of speech type used in the digital storytelling application was verb with 313 words at the percentage of 23.34%. And the least frequently used type in storytelling was the adjective with 81 words at the percentage of 6.04%. The results show that “verb” was the most frequently used in the storytelling. Verbs were in every sentence of fables. The next most frequently used noun, pronoun, determiner, preposition, conjunction, adverb and adjective, respectively. The results of the study can help students learning vocabulary and their functions more conveniently.

Validation of a Business Model for Cultural Heritage Institutions

The paper proposes a business model for the efficiency optimization of the interaction between all actors involved in cultural heritage sector, such as galleries, libraries, archives and museums (GLAM). The validation of the business model is subject of analyses and implementations in a real environment made by different cultural institutions. The implementation of virtual exhibitions on mobile devices is described and analyzed as a key factor for increasing the cultural heritage visibility. New perspectives on the development of virtual exhibitions for mobile devices are considered. A study on the number of visitors of cultural institutions is carried out and ways to increase the number of visitors are described.Keywords: Cultural Heritage, Virtual Exhibitions, Business Model, Mobile Applications, Validation1 IntroductionAs previous presented in [1], we are living in the era of the internet and mobile technologies, where information can be accessible at a touch/click distance and the most important is that the access can be anytime and from anywhere. Mobile technologies have evolved at exponential rate in the last years and the evolution will continue. The rapid change of mobile devices in hardware and software have made possible the replacement of old computers and laptops with smart phones and tablets when discussing about internet surfing, email checking and so on [2].Young people represent the majority of mobile device users, having grown up with these gadgets and being familiar with their use. A big issue of the anytime-anywhere access to information of young people is that they want to discover everything online, they have no time to go to libraries to read classic books, they are not willing to visit museums and art galleries to explore exhibitions of paintings, sculptures and so on. Thus, their knowledge of culture, literature and history is not as rich as schools and universities expected them to have.In order to aid the young generation and to increase the visibility and number of visitors, libraries and museums have decided to present their exhibitions and collections online. The idea of virtual exhibitions implementation on mobile devices, as native mobile applications, is accepted by many museums and libraries that already have digitized material available online. A virtual exhibition goes beyond digitizing a collection which is primarily meant for preservation [3]. Digital exhibitions need digital storytelling, which is one way for cultural heritage institutions to give new meaning to an object and to create a captivating story around it. The real exhibitions can serve as the starting point for digital storytelling applications. Digitized objects that will be embedded in a storytelling application must be chosen with care, because not all objects in an exhibition are suitable for a digital storytelling project [4].The potential offered by mobile technologies and the increased number of mobile devices processing multimedia content, both offline and online, facilitate the implementation of virtual exhibitions on mobile devices [5]. In [6] and [7], a cybernetic model for computerization of the cultural heritage is proposed in order to study the relationship between the organizations involved.Over the past two decades, the technological development, such as innovative hardware and software, information retrieval channels, mobile devices, had a great economic and social impact on our lives. They have radically changed the way we find and receive our information and, most importantly, the way how we communicate [5].As considered in [8], the cultural heritage represent a significant power for the current century in Europe. The cultural heritage is the heart of what it means to be European and it is now discovered by both governmental institutions and citizens as a solution of improving economic performance and people's lives.The current paper is an extended version of the work presented at the 14th International Conference on Informatics in Economy, IE 2015, 30 April - 03 May 2015, Bucharest, Romania [1]. …

전통 인물화의 현대적 변용을 위한 디지털 스토리텔링 적용 모색 -김홍도의 도석인물화를 중심으로-

Abstract The purpose of this study is to apply the digital storytelling to the traditional portrait which includes the various historical and personal stories for modern transformation of it. In the general understanding of traditional paintings, there is a oversimplified analysis of the narrative about traditional portrait. Considering the contemporary cultural context, the multi-dimensional study on the various modern meanings of the traditional portrait are very essential. This study examines the digital storytelling application of the traditional portrait of Kim, Hongdo and applies for modern transformation. This research has the implications for modern transformation of traditional art that broaden our understanding of the various traditional portrait includes ideological and aesthetic significances by the digital storytelling. Key Words : Digital Storytelling, Traditional Portrait, Modern Transformation, Hong Do Kim * 본 논문은 2014년 미래창조과학부의 휴먼케어콘텐츠 개발사업에 의하여 지원되었음.Received 11 December 2014, Revised 11 August 2014Accepted 2014Corresponding Author: Jeon, Hye Seong (The Society of Digital Policy) Email: hsjeon@dankook.ac.krⒸ The Society of Digital Policy & Management. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.otg/licenses/by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is ISSN: 1738-1916 properly cited.

The Application of Digital Storytelling in Geography Instructional Design

The Application of Digital Storytelling in Geography Instructional Design

A Case Study on Considering the App Marketing for Regional Culture in the Smart Period -Centered on Digital Storytelling Application-

A Case Study on Considering the App Marketing for Regional Culture in the Smart Period -Centered on Digital Storytelling Application-

Application of Digital Storytelling to Website Navigation

Application of Digital Storytelling to Website Navigation