Digital Storytelling Method Research Articles

How can we do authentic co-construction with autistic secondary pupils?

Purpose of the research: Co-constructed digital storytelling methods have the potential to provide authentic children’s perspectives for planning health and education support. The Our Stories project investigated how this method can be applied with autistic children and young people (CYP). A year-long sub-project supported four autistic CYP in a mainstream secondary school in the UK to create short videos illustrating how they manage their sensory and emotional experiences during the school day. The CYP were supported by a member of the Special Educational Needs and Disabilities team, a specialist autism teacher, a researcher, and filmmakers from a disability-led community interest company. This paper reflects on how we can authentically co-construct digital stories with autistic secondary pupils. Major findings: We identified two broad messages for genuinely participatory research. The first was how the structure of sessions changed, from an initial assumption of imposing structure to achieve the research aims to the negotiation of a messy, more fluid means of working to suit the CYP’s needs and wishes. Second was a change in the intended purpose of the stories, from a product to support reflection and understanding about emotional regulation, to each CYP’s own unfolding of purpose. Conclusion: We draw out general implications for co-construction in participatory research in terms of awareness of how to work with power relations in ways that keep the young person at the centre of analysis, and which recognise the need for space for CYP to construct their own meanings.

The effect of digital storytelling on women's human papilloma virus awareness: Randomized controlled experimental study.

This study aims to determine the effectiveness of the digital storytelling (DS) method in increasing human papilloma virus (HPV) awareness. The study was conducted in the gynecology and obstetrics outpatient clinic of a state hospital between April and December 2023. The universe of the study consisted of women who applied to the outpatient clinic between these dates and volunteered. A total of 80 women who met the inclusion criteria were included in the study (n = 40 for each group). Data for the study were gathered using Personal Introduction Form and Human Papilloma Virus Knowledge Scale. Repeated measures ANOVA method was used to determine the difference between the pre-training, post-first training and post-second training measurement scores according to the intervention and control groups. For significant ANOVA results, measurements with differences were compared pairwise using Bonferroni correction. All statistical analyses were examined at the p < 0.05 significance level. Socio-demographic characteristics and HPV awareness levels of women in the intervention and control groups were similar before training (p > 0.05). After the activity conducted with the digital story method in the intervention group, the HPV awareness levels of women in this group increased significantly (p < 0.05). Considering the development in each group, an increase in posttest scores is observed in both groups. However, when the increase amounts in each group in the intervention and control groups were examined, it was determined that all awareness levels increased more in the intervention group. In the intergroup comparison, it was determined that the mean measurements of general HPV knowledge, general HPV vaccine knowledge, and knowledge of the current HPV vaccination program of women in the intervention group at the first and second follow-ups after the training were higher than those in the control group. The DS method was effective in raising HPV awareness given to the intervention group. Health professionals and researchers can benefit from DS in providing health education and consultancy services such as HPV awareness.

Stories for Us, or for Others: Digital Storytelling with a Harm Reduction Organization as Culture-Centered Health Communication

ABSTRACT Digital storytelling is a participatory media creation process. To illustrate how digital storytelling may be used as a method within the culture-centered approach to health communication, this paper presents a case study analysis of two 2-day digital storytelling workshops in collaboration with a local harm reduction organization that supports people who use drugs. Storytellers used the communicative space of digital storytelling to confront stigmatizing cultural and institutional narratives related to substance use. Storytellers also demonstrated how harm reduction work engendered a sense of purpose and an alternative to punitive drug policies. However, storytellers felt that stories produced for the harm reduction community could be misunderstood by outsiders, limiting the potential of the stories for advocacy communication. Overall, we find that digital storytelling as a method within the culture-centered approach has potential to elevate the experiences, understanding, expertise, and goals of communities that have been excluded from health communication. The digital storytelling method will have the most value as a critical narrative intervention if the principles and reflexivity of the culture-centered approach are foundational to the process.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers\\\' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

Unveiling Perspectives: Teachers’ Opinions on the Diverse Forms of Teaching Stories in Hindi

This research paper delves into teachers\\\' perspectives on the utilization of various forms of teaching stories in Hindi, evaluating their effectiveness, challenges, and opportunities within educational settings. The study synthesizes insights from quantitative surveys with a broad spectrum of educators. It aims to assess how teaching stories, ranging from traditional narratives to modern digital formats, are integrated into Hindi language teaching and how they align with pedagogical objectives and cultural sensitivities. Preliminary findings reveal a predominantly positive attitude towards teaching stories as versatile tools for enhancing student engagement, language acquisition, and moral development. Nevertheless, educators have voiced concerns regarding the cultural appropriateness, curricular alignment, and the practicalities of incorporating digital storytelling methods. Despite these challenges, there is a strong recognition of the potential teaching stories hold in catering to the diverse needs of a global classroom. The paper advocates for targeted professional development, curriculum integration strategies, and the provision of resources to facilitate the effective use of teaching stories. This study contributes valuable insights into the pedagogical utility of teaching stories in Hindi education, emphasizing their role in creating more inclusive and dynamic learning experiences.

The effect of breastfeeding education with digital storytelling on fathers' breastfeeding self-efficacy.

There is growing evidence that fathers play an important role in the breastfeeding process and that fathers need education about breastfeeding. In our age of rapidly developing technology, the use of new teaching techniques in the education of fathers will provide more effective results. In this study, the effect of breastfeeding education given with digital storytelling method on fathers' breastfeeding self-efficacy was examined. The study is a pretest-posttest randomized controlled trial. The study was conducted with the husbands of 80 pregnant women admitted to the childbirth preparation class of a state hospital. The study included a control group and an intervention of educational videos using a digital storytelling technique. Fathers were recruited from hospital antenatal classes and randomized to one of the two groups. Personal Information Form and Paternal Breastfeeding Self-Efficacy Scale-Short Form were used for data collection. Each father completed data collection forms at the beginning of the study and at 3 months postpartum. The η2 effect size was calculated for significant differences in the independent and dependent groups t test methods used in the analysis. There was a significant difference between the posttest scores of the fathers in the intervention and control groups (p < 0.05). When the effect sizes were analysed, it was found that the increase in the intervention group (t = -24.342) was higher than the control group (t = -8.385). In the current study, the effect of using digital storytelling method in breastfeeding education on fathers' breastfeeding self-efficacy was found to be significantly higher than routine education. It is recommended that this new method be used in education and counselling and that studies be conducted to examine its effect on breastfeeding behaviour and fathers' breastfeeding support.

Investigation of midwifery students' opinions on the digital storytelling method in midwifery education and assessment of their digital stories

BackgroundIn today's digitalized world the use of innovative technologies in education systems is very important. In midwifery education, where learning by researching, applying, and experiencing is important, research on the effects of digital storytelling, which involves the use of innovative technology, is limited. AimThe aim of this study was to investigate midwifery students' views on the digital storytelling method in midwifery education and to assess the digital stories they produced. DesignThis is a qualitative descriptive study. ParticipantsThe research was conducted with senior students of the midwifery department of a state university. A total of 26 students participated in in-depth, semi-structured interviews. MethodsInterview data were evaluated using content analysis and the Digital Storytelling Evaluation Scale was used to evaluate the digital stories produced by the students. FindingsStudents' opinions about the digital storytelling method in midwifery education reflected three main themes: “benefits of the digital storytelling method,” “difficulties in preparing digital stories,” and “the place of digital storytelling technique in midwifery education.” At commencement, students did not think that the digital storytelling method would have an effect, but they found this method quite effective. The digital stories prepared by the students were evaluated by the researchers between 28 and 36 points and it was determined that the content of the digital stories was sufficient. ConclusionStudents reported that the digital storytelling method was very effective, encouraged creativity and supported learning through fun activities. However, they also stated that this method was time-consuming and they had difficulties. It is recommended that the use of this innovative teaching method in midwifery education should be expanded and its effect should be evaluated.

Digital Technologies in Language Education: A Comprehensive Review and Analysis

This systematic literature review examines the role and efficacy of digital storytelling (DST), the robot-DST strategy, and the normalization of computer-assisted language learning (CALL) in language education. The review is based on a range of studies published between 2019 and 2023 and follows the PRISMA approach for systematic reviews and meta-analysis. The analysis includes the evaluation of training, validation, and testing stages, with the search employing the keywords "educational technologies" to identify relevant articles. The review's findings highlight the potential of digital storytelling as a multimodal approach to language education. However, the limitations of traditional DST methods are also scrutinized. To address these limitations, the study proposes a robot-based DST approach, robot-DST, to enhance student engagement and promote interaction. The effectiveness of this approach is evaluated through a quasi-experimental study conducted in an English as a Foreign Language (EFL) course, comparing it with the conventional animation-based DST approach. Furthermore, the review explores the normalization of computer-assisted language learning (CALL) and the evolving communicative competencies needed for the digital generation. It also delves into the role of digital technology in reshaping academic journals and emphasizes the importance of integrating digital tools in reading instruction within university curricula. While acknowledging the existing inadequacies in current methodologies, the study serves as an inspiration for future researchers. It provides a solid foundation for developing and implementing innovative solutions in language education. In conclusion, this systematic literature review sheds light on the transformative role of digital technologies in language education. It highlights the potential of digital storytelling, introduces the robot-DST strategy as an alternative approach, and explores the normalization of CALL. The review emphasizes the need for integrating digital tools and fostering evolving communicative competencies to meet the demands of the digital generation. It also underscores the importance of further research and innovation in developing effective solutions for language education.

Evaluation of the Effectiveness of Digital Storytelling on Fertility Awareness among Women: A Randomized Controlled Experimental Study

This study aims to determine the effectiveness of the digital storytelling (DS) method to raise fertility awareness (FA). This research is a pretest-posttest randomized controlled experimental study. The population of the study consisted of women who applied to the gynecology and obstetrics outpatient clinics of state hospital in March and October 2023 for who voluntarily agreed to participate in the study. Data for the study were gathered using Personal Introduction Form and Fertility Awareness Scale. physical and cognitive awareness levels of women in the intervention and control groups were similar before FA (P&gt;0.05), and after training was given to the experimental group, all awareness levels increased significantly in the intervention group (P

Welcome to the neighborhood, what brings ya? Digital storytelling between strategic groups for winery authenticity

ABSTRACT Advantageously, smaller regional wineries need to differentiate themselves, but also need to build partnerships with their local competitors in order to develop regional brand identity. Wineries will form geographical strategic groups to create a common identity and communicate with buyers through digital storytelling. Regional wineries that perform this strategy have the advantage of collectively drawing customers into the region before attempting to distinguish themselves individually. This paper is to conceptually demonstrate the benefits of strategic groups and how they operate via digital storytelling methods. Oftentimes, regional winery groups can craft a collective identity that provides benefits, such as mutual trust and reputation. More importantly, the collective identity is done as a strategic group to reinforce authenticity to the individual wineries’ digital storytelling, to connect with buyers. Through a strategic group lens, we attempt to understand how collective winery groups use digital storytelling to create authenticity and enhance individual efforts. We investigate these efforts via regional wine collectives to understand authenticity development through digital storytelling. We introduce examples of wineries utilizing digital storytelling within their regions as a justification to study these concepts in the winery business. A call to empirically investigate winery strategic groups at a regional level is presented.

Towards a Co-Creative Immersive Digital Storytelling Methodology to Explore Experiences of Homelessness in Loughborough

Despite the potential use of digital storytelling with marginalised groups, there are few examples of its application in homelessness or examinations of co-creative relationships in this context. Along with digital storytelling, this research used immersive media (virtual reality and 360 degree video) to explore place-based social exclusion. In the feasibility study, with four doctoral researchers at Loughborough University as participants, immersive digital stories were co-created. The aim of this study was to understand how to create place-based immersive digital stories, through adapting existing digital storytelling methods and the co-creation of virtual reality, to inform best practices for future studies involving participants who have experienced homelessness. Participants created maps and empathy timelines, shared stories, recorded voiceovers and edited footage. The researcher facilitated this and recorded the 360-degree filmed footage. The final stories proved to explore place-based social exclusion. Co-creative relationships were found to be more significant between the researcher and individual participant than amongst the participants as a group. With immersive media, the researcher’s experience formed an active part of the finished pieces. Despite this, participants described their role as director, being ultimately in control. These findings will influence the methods that will be used in the future with those who have experienced homelessness in Loughborough. They also show how immersive media in digital storytelling can strengthen co-creation and acknowledge the researcher in the story.

Meslektaş koçluğunun dijital öykülemeye dayalı öğretim uygulamalarına yansımaları

The research aims to explore the influence of peer coaching on the lesson planning and implementation processes based on the digital storytelling method. The case-study research involved 12 week peer coaching initiative focused on lesson planning and implementation based on the digital storytelling method with two teachers. In the research, data were collected through interviews, meeting reflection forms, lesson-planning rubrics and lesson observation forms; content analysis was used in the analysis of the data. The overall conclusion drawn from this research suggests that the implementation of peer coaching positively influences the lesson planning and implementation process. Furthermore, the peer coaching process can serve as an effective strategy for facilitating professional development and providing the emotional support that is essential for teachers. Given the research outcomes, it is suggested that more extended periods of peer coaching cycles, reiterated more than once, should be implemented, and the impact of these practices on student learning should be further explored.

Exploring the World of Robot-Assisted Digital Storytelling: Trends, Models, and Educational Implications

Aim/Purpose: This paper explores the trends in robot storytelling, its conceptual models, and educational implications. Background: Digital storytelling is the use of digital media elements such as text, images, audio, and video to create and tell a story. A form of digital storytelling using a social robot to do the story presentation is called robot-assisted digital storytelling or simply robot storytelling. A robot storytelling conceptual model is a visual representation of the process of creating and presenting robot stories. The model displays the main elements and their relationship, providing guidelines for creating and sharing the robot story. Methodology: This paper uses the scoping review method that follows the PRISMA Extension for Scoping Review (PRISMA-ScR) and the methodological framework developed by Arksey and O’Malley to review 30 publications selected from the period 01/01/2003 to 06/02/2024. The study first retrieved 235 publications from Scopus, Web of Science, and Lens databases based on specified inclusion and exclusion criteria. The retrieved articles were screened, and 30 were selected for the review. The charting of the selected articles was carried out using content analysis on the following characteristics: author(s)/year, title of study, purpose of study, conceptual model/theoretical/methodological framework used, population, intervention/study activity, usage of intervention and finding/outcome. Contribution: The paper contributes to knowledge by revealing the trend in robot storytelling, its impacts on education, and the limitation or gap in robot storytelling conceptual models. Findings: The paper found that robot storytelling is mainly used as a tool to impart knowledge to pupils and students in educational institutions. In addition, robot storytelling has a positive impact on teaching and learning at all levels of the educational ladder. Also, the number of published research studies on robot-assisted storytelling conceptual models is woefully inadequate. Recommendations for Practitioners: This paper recommends that practitioners, especially the instructional delivery fraternity who use other digital storytelling presentation methods, such as computer and online storytelling, must resort to robot storytelling. This is because robot storytelling has proved to improve learning outcomes compared to other digital storytelling methods. Recommendation for Researchers: This paper recommends that researchers in the field of robot storytelling endeavor to propose and publish more conceptual models for practitioners who want to develop robot storytelling. In addition to the conceptual models, detailed methodological frameworks can be developed for the models to make it easier for practitioners to develop robot storytelling. Impact on Society: Robot storytelling is more attractive and sustains audience attention, therefore improving learning outcomes. This paper reveals to teaching professionals the current growing method of imparting knowledge to learners that uses robot storytelling. This paper also motivates managers of educational institutions to plan toward the use of social robots in instructional delivery. Future Research: The paper proposes the development of a robot storytelling conceptual model that provides complete guidance from requirement analysis, story preparation, programming, testing, and presentation to evaluation to help practitioners. In addition, a detailed methodological framework based on the model should be developed to make it easier for users of the model.

Examination of the fraction addition problems posed by primary pre-service teachers using the digital storytelling method

ABSTRACT The purpose of this study is to assess the fraction addition problems posed by pre-service teachers using digital storytelling and to identify their perspectives on this activity. 69 mathematics teacher candidates participated in the study. The research comprises two sections. Participants were expected to pose a problem via digital storytelling in the first round. After creating digital stories, participants were required to fill out an opinion survey. According to the study's findings, more than half of the participants correctly completed the problem-posing exercise. Additionally, pre-service teachers reported experiencing some difficulties when generating problems, despite their favorable opinions toward the use of digital storytelling to pose problems. Participants could pose problems involving the addition of two or three fractions. Participants encountered issues such as not being a problem or utilizing distinct operations. According to the participants’ opinions, some of their skills had improved and they enjoyed the experience.

Primary School Teachers' Experiences on The Process of Teaching Mathematics with The Digital Storytelling Method

Primary School Teachers' Experiences on The Process of Teaching Mathematics with The Digital Storytelling Method

A Research On The Digital Stories Prepared By Gifted Students About The History Of Geometry

Technological developments have made it necessary to make changes in mathematics education. These changes are not just students receiving information; It has made it important for them to grow up as individuals who can solve problems, produce, analyze-synthesise, think critically and creatively. Mathematics education and, accordingly, geometry has a great place in gaining these skills. It is thought that transferring the 21st century skills and the history of geometry to students through digital storytelling will be effective. Gaining these skills to gifted individuals, developing their talents, revealing their knowledge and capacities are of great importance for the society. Digital storytelling is among the applications that can be used in this context. In this study, it was tried to determine the reflections on the views of the gifted students included in the digital storytelling process on the nature of geometry and the formation of geometry knowledge. In the conducted research, the case study pattern, which is among the qualitative research methods, was used. The study group consists of 12 students from the Niğde Science and Art Center (BİLSEM). Each of the 12 students created a digital story about the history of geometry. This study data was collected through semi-structured interviews. Data were analyzed using the content analysis method. After the application of the digital storytelling method, it was observed that there was an increase in the categorization of these disciplines in the students' views on the sciences that geometry is related to, and their knowledge about geometry became clear. In this research, the digital storytelling process on the history of geometry was analyzed by the gifted students on the concept of geometry, the birth of geometry, what geometry contains, what kind of benefits it provides to people in real life and the branch of science related to the benefits it provides in real life, whether geometry can be learned by everyone and how it can be learned. It has been observed that the reflections have changed in a positive way. It is thought that including digital storytelling on the history of geometry in the mathematics education of gifted students is effective in keeping student motivation high and transferring information about mathematics education.

A History Lesson Designed with the Digital Storytelling Method: Kara Fatma Example

Due to the reflections of the changes and developments in science and technology in the field of education, students need educational opportunities that can meet their changing learning needs. Based on this need, the main purpose of this study is to evaluate the digital storytelling process in history teaching and the contribution of this method to history teaching through the views of students. To achieve this goal, a history lesson about “Kara Fatma”, one of the heroines of the National Struggle in the 12th Grade Turkish Republic History of Revolution and Kemalism course, was designed using the digital storytelling method. A seven-week-long study was planned. The qualitative research method was used in the study. The study group consisted of 15 volunteer 12th-grade students. A semi-structured interview form was used to determine the evaluations of the students about the digital storytelling process, and a checklist was employed to evaluate students’ digital stories. The study data were analyzed with content analysis. As a result, it was found that students only used internet sources during the evidence search process, their knowledge of history was enriched with digital storytelling, and that they had difficulty eliciting material for their stories from a huge stack of information. It was concluded that this application contributed to making history lessons fun and could contribute to the presentation of brief and concise, but not long and boring, information and the use of critical thinking skills in lessons. Thus, it has been understood that digital storytelling may contribute to the development of historical literacy in students.

Effectiveness of Digital Storytelling in Teaching Economics

Digital storytelling is one of the teaching methods that aims to improve motivation of students, critical thinking and learning outcomes. The results of previous research show the successful use of this method in education, but its use in some subjects is still questionable. The aim of the pedagogical experiment, which was conducted in 2021 at six business academies in the Czech Republic, was to discover whether or not digital storytelling contributes to better study results in business subjects taught at high school. A total number of 856 students were randomly divided into two independent groups. In the experimental group, the digital storytelling method was used in the process of teaching. The students in the control group were taught with the standard teaching method—the teacher’s explanation with the support of the presentation. By comparing the results from the pre-tests and post-tests of the experimental and control groups, the findings reveal that the students from the experimental group reached higher mean values in the post-test than the students from the control group did.

Building bridges: Bringing communities together through digital narratives

The article presents the academic library‘s perspective on a local digital storytelling project of the American University in Bulgaria. Community outreach projects in an international setting require an appropriate set of practical and pedagogical approaches, flexible project skills, advocacy, and cross-departmental collaboration to achieve their goals. The article gives an overview of the emerging digital storytelling method used in academia, shares the challenges, good practices, and results, as well as the empowering opportunities for the library to build capacity for similar digital initiatives in the future and to strengthen its advocacy abilities.