Effect Of Digital Storytelling Research Articles

Digital Storytelling Intervention for Hemoglobin A1c Control Among Hispanic Adults With Type 2 Diabetes

Hispanic adults with type 2 diabetes (T2D) are more likely to develop complications and die from the disease than the US general population. Digital storytelling interventions are narrative-based videos elicited through a community-based participatory research approach to surface the authentic voices of participants overcoming obstacles to health-promoting behaviors that perpetuate health inequities; research on the effect of digital storytelling on T2D outcomes among Hispanic adults is lacking. To assess the impact of a digital storytelling intervention on glycemic control and its acceptability among Hispanic patients with poorly controlled T2D. This was a multicenter, randomized clinical trial conducted within 2 primary care networks in Minnesota and Arizona among Hispanic adults with poorly controlled T2D (hemoglobin A1c level ≥8%). Enrollment and follow-up were conducted between February 14, 2019, and November 1, 2023. The intervention group viewed a 12-minute digital storytelling video. The video included 4 Spanish-language stories that reinforced 4 diabetes self-management behavioral goals (healthful diet for diabetes, physical activity, medication adherence, and glucose self-monitoring). The control group received printed, culturally tailored T2D education materials. The primary outcome was the mean change from baseline to 3 months for hemoglobin A1c levels, adjusting for baseline hemoglobin A1c, age, gender, education, and income. Acceptability and narrative quality of the intervention were assessed through questionnaires. There were 451 study participants, with 227 (mean [SD] age, 54.3 [9.3] years; 158 [69.3%] women) randomized to the intervention group and 224 (mean [SD] age, 54.5 [9.1] years; 156 [69.3%] women) to the control group. Of these, 390 completed 3-month follow-up of the primary outcome (86% retention). There was a small improvement in the mean (SD) hemoglobin A1c level in the intervention group compared with the control group in the adjusted model (9.1% [1.7] to 8.4% [1.6] vs 9.4% [1.8] to 8.8% [2.0]; P = .04] but not in the unadjusted model. Acceptability and narrative quality of the intervention were high. In this randomized clinical trial, a digital storytelling intervention developed with and for Hispanic adults with T2D was highly acceptable and feasibly implemented within primary care settings and resulted in a modest improvement of glycemic control. This was a highly scalable intervention that may be integrated into clinical practice as part of a longitudinal diabetes self-management program for Hispanic adults. ClinicalTrials.gov Identifier: NCT03766438.

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.

Effects of Digital Story-telling on Motivation, Critical Thinking, and Academic Achievement in Secondary School English Learners

While examining the findings, this study concentrated on academic success, critical thinking, and motivation. for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.

The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education

Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, the study involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed by the creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS for quantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The results showed a positive impact on vocabulary learning related to inclusive and diverse education among children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.

Effect of Digital Storytelling on Secondary School Students’ Self-Efficacy in Civic Education

Over time, excessive dependence on traditional storytelling as a teaching technique can reduce the self-efficacy of most students, making them easy targets for drug abuse and trafficking. The digital storytelling technique depicts a range of possibilities for reversing the negative trend in the society today. The study examined the impact of a digital storytelling strategy on the self-efficacy of students in Civic Education. One research question and one corresponding hypothesis was generated for this study. The study employed a quasi-experimental design and the sample consisted of 183 students drown from four secondary schools using purposive and simple random sampling technique. Civic Education Self-Efficacy Questionnaire was used to gather data. The instrument’s reliability coefficient was 0.80, using the Cronbach Alpha. The mean and standard deviation were used to answer the research question, while the hypothesis was tested using Analysis of Covariance at 0.05 level of significance. The study showed that Digital Storytelling strategy had significant effect on students’ self-efficacy in Civic Education than the conventional storytelling strategy. Based on the findings, it was the recommended that students should be encouraged to participate actively during learning activities that incorporate the use of digital storytelling strategy to improve students’ creative and critical thinking abilities. Civic Education teachers should be encouraged to adopt the digital storytelling instructional strategy when teaching civic education.

Effect of Digital Storytelling on Prospective Teachers' Social Emotional Learning: An Experimental Study

Effect of Digital Storytelling on Prospective Teachers' Social Emotional Learning: An Experimental Study

Digital Storytelling as an Intervention for Older Adults: A Scoping Review.

The population of older adults is rapidly increasing worldwide. Owing to fewer interactions between generations, older adults experience ageism and various psychological issues, such as depression and loneliness. Digital storytelling (DST) has the potential to share vivid lived experiences, support the forming of social relationships, and lead to improved well-being. This scoping review examines the potential psychosocial benefits of individual DST interventions for older adults and people with dementia. We adopted the methodological framework for scoping reviews outlined in the Joanna Briggs Institute's (JBI) manual. A scoping review was performed using the following bibliographic databases: Web of Science, PubMed, Cochrane Library, CINAHL, Research Information Sharing Service, and National Assembly Library. There were 395 references retrieved, of which 19 articles were selected after applying inclusion and exclusion criteria. Our findings revealed that the most common effects of DST on older adults included the promotion of mental health, an increased amount of meaningful community connections, greater digital literacy, the mitigation of negative ageism, and enhanced intellectual ability. We suggest randomized controlled trials are conducted to confirm the efficacy of intergenerational DST intervention and the effects of DST interventions at multilevel outcomes, including the community level.

The effect of digital storytelling on the development of preservice mathematics teachers’ technological pedagogical content knowledge

The effect of digital storytelling on the development of preservice mathematics teachers’ technological pedagogical content knowledge

The effectiveness of digital storytelling in teaching medical information searching.

Novel technologies development has created a new path for education. Digital storytelling (DST) is one of the educational approaches used in universities and scientific centers. We aimed to investigate the effect of DST on Scientific Information Search (SIS) and Information Seeking Anxiety (ISA) in students. This mixed-method study utilized the pre-test-post-test method containing test and control groups. We used the simple random sampling method (available) and used the formula to determine the sample size. Forty-two people participated in the study. A researcher-made questionnaire was used to collect SIS data and standard questionnaire for ISA data. The teaching approaches were accomplished using DST and the conventional methods in test and control groups, respectively. Using SPSS v. 22, we did paired-sample T-test and independent sample T-test to compare the mean score in before and after intervention in each group. Also Analysis of Covariancetest was used for considering post-test result as dependent variable, groups as independent variables and pre-test score as covariate. The results showed significant changes in mean score between the post-test and pre-test of both questionnaire in both groups. Also, in the post-test, compared to the control group, the experimental group obtained higher scores for SIS, which was statistically significant, and obtained lower scores for ISA, but it was not statistically significant. It can be concluded that the DST method has a positive impact on learning and reducing ISA compared to the conventional ones, and students' interest and participation in learning have increased using DST method.

Using digital storytelling in Rational Emotive Behavior Therapy: comparison of two online interventions

ABSTRACT Constant development of information technology in human lives has encouraged them to use technology in the field of educational sciences. This study aimed to investigate the effect of digital storytelling in online psychological services and its application using Rational Emotive Behavior Therapy (REBT) on reducing coronavirus anxiety and increase academic and social integration. The research design was based on quasi-experimental designs with pretest and posttest and follow-up with control group. The statistical population of the current study consisted of all undergraduate students in Tehran in 2020. For this purpose, 98 students were selected as the sample and randomly assigned into two experimental groups of digital storytelling and online psychology and a control group. The results showed that digital storytelling and online psychology groups have a significant effect on reducing coronavirus anxiety and increased academic and social integration. Comparison of the experimental groups showed that the digital storytelling group outperforms the online psychology group in reducing coronavirus anxiety and increased academic and social integration of students. According to the results of this study, it can be concluded that storytelling can be used in online psychological services and REBT is compatible with online psychology and digital storytelling.

Promoting self-management behaviors in adolescents with type 1 diabetes, using digital storytelling: a pilot randomized controlled trial

BackgroundThis study aimed to assess the effects of digital storytelling on the self-management behavior of adolescents with type 1 diabetes (TID).MethodsIn this pilot randomized controlled clinical trial, 60 adolescents with TID were randomly allocated into two parallel groups: intervention (training with digital storytelling method, n = 33) or control (training with a conventional method, n = 33). The primary outcome was assessing the Self-Management behavior of adolescents with TID (SMOD-A) at baseline and three months after the intervention.ResultsThe results revealed that digital storytelling could significantly improve self-management behaviors amongst adolescents with TID (P = 0.005). In contrast, in the control group, no significant changes were observed (P > 0.05). Furthermore, the mean score of Collaboration with Parents subscale was significantly higher in the digital storytelling group than in the control group after the intervention (p = 0.022). The results also showed that the level of Collaboration With Parents' subscale scores had a meaningful reverse relationship with the adolescent age after digital storytelling (p = 0.048). Repeated measures ANOVAs showed that there were significant main effects of time and group on collaboration with parents(p = 0.002) and goal subscales (p = 0.035). With respect to HbA1c levels, significant changes were not observed in any of the groups (P > 0.05).ConclusionsDigital storytelling is practicable and a potentially beneficial training modality for adolescents with TID.Trial registrationThis trial was respectively registered.ClinicalTrials.gov Identifier: IRCT20191220045828N1.Date of registration: Oct 29. 2020.

The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students

The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students

Effects of Digital Stories on the Development of EFL Learners’ Listening Skill

The purpose of this research was to investigate the effects of digital storytelling on listening skills of language learners and their attitudes towards the use of digital storytelling. 64 secondary school students whose degrees were 6th and 7th grade participated in the study. The study was conducted in Adana, Turkey during the fall semester of the academic year 2020-2021. Quasi-experimental design with pretest-posttest control group was employed for the research. Listening comprehension achievement test and learners’ attitude scale were the data collection tools of the research. The results of the study revealed that participants had statistically significant differences in their listening skills improvement and test group had higher competency in listening activities compared to the control group. The findings also provided additional information about learners’ attitudes towards digital storytelling listening activities, including their motivation level and thoughts. Students’ attitudes towards digital storytelling were positive and their motivation was significantly higher.

EFFECT OF DIGITAL STORYTELLING ON TEACHING NARRATIVE

Narrative as one of English text genres functions to entertain readers. Some students do not achieve the purpose of narrative when they make it. It may happen because they do not understand the main purpose of narrative and lack of information on what should be and not should be put in the text. To overcome the problem, narrative was taught in different way by utilizing the digital form, and it is known as digital storytelling. Digital storytelling is expected to help students write narrative better so they can achieve the main purpose of the text. The main concern of this research is to find out the effect of digital storytelling in teaching narrative. It applied case study method with qualitative approach in the analysis. The data was gathered from 45 students who worked as the subject of the research. The result showed that 40 students (88,89%) felt digital storytelling help them to understand narrative better. This result implies that digital storytelling is proven to be beneficial in teaching narrative

THE EFFECT OF THE USE OF DIGITAL STORYTELLING ON BASIC LEARNING RESULTS OF GRAPHIC DESIGN BASIC

The development of Information and Communication Technology today has grown very rapidly, this is evidenced by the emergence of sophisticated technological equipment that has changed the lifestyle of humans at this time. As a teacher, of course we must be able to adjust the way of educating them according to their way of life in the digital era. Teachers are required to carry out an innovation in the learning process in the classroom, to support the needs needed in implementing active learning in the classroom, there is a need for media that can support the implementation of learning optimally to spur effective communication skills through active learning that integrates information and communication technology. namely Digital Storytelling (digital storytelling) which is a strategy to use a computer application program that combines audio and visual media. This study used a quantitative research approach with the type of pre-experimental designs with the form of one group pretest posttest design. The decision making of hypothesis testing uses the help of the SPSS version 25 program. The hypothesis testing technique uses the paired sample t-test and simple linear regression. The results obtained through the paired sample t-test in SPSS version 25, namely the sig value. (2- tailed) of 0.001. In accordance with the basis of decision making in the paired sample T-test that the sig. (2-tailed) <0.05 or 0.001 <0.05, then H0 is rejected and Ha is accepted. This means that there is a significant difference between the pretest and posttest results. To find out what percentage of this influence is, it is necessary to look for the coefficient of determination (R Square) with a simple linear regression test in SPSS version 25 and it was found that the effect of Digital Storytelling on student learning outcomes is 0.142 or 14.2% which can be concluded that Digital Storytelling has an effect. which is very low on student learning outcomes at SMKN 1 Kendit.

The Effectiveness of Digital Storytelling on Self-Management of Diabetes Mellitus Patients: A Systematic Review

The global prevalence of diabetes in adults has increased over the last few decades. This study aimed to identify and analyze scientific evidence on the effectiveness of digital storytelling on the self-management of diabetes mellitus patients. Method: This systematic review is based on the PRISMA checklist. Literature search via PubMed, Google Scholar, DOAJ, ScienceDirect, Cochrane, and Wiley. Structured research questions used the PICO electronic method (patient, intervention, comparison, and outcome). There are three different models of digital storytelling intervention, namely, using videos, slide shows, and photovoice. From a total of 581 respondents who were studied, the most frequently used digital storytelling content was diabetes self-management such as drug management, glucose self-monitoring, physical activity, and nutrition. The effects of digital storytelling found were a description of the patient's experience after being given digital storytelling intervention. The impact of digital storytelling on cognitive, affective, patient skills related to their illness, the effect of digital storytelling on psychological aspects (self-efficacy, self-confidence, self-awareness, and motivation), to storytelling. An alternative educational strategy for patient groups who have low health literacy and older age groups. Conclusion: There are three models for implementing digital storytelling intervention, namely digital storytelling using video, digital storytelling using slide shows, and digital storytelling using the photovoice technique with Instagram modification. For this reason, Further research Needs to examine the digital storytelling intervention found in this review for self-management of DM patients.

The Effect of Digital Storytelling on Digital Literacy Skills of The 7th Graders at Secondary School

The Effect of Digital Storytelling on Digital Literacy Skills of The 7th Graders at Secondary School

أثر القصة الرقمیة فی تنمیة الطلاقة الشفهیة والدقة النحویة لدى طلاب المرحلة الثانوی The Effect of Digital Storytelling on Developing Oral Fluency and Grammatical Accuracy among the Secondary School Students

هدفت الدراسة إلى التعرف على أثر القصة الرقمية في تنمية الطلاقة الشفهية والدقة النحوية لدى طلاب المرحلة الثانوية باستخدام المنهج شبه التجريبي. تم بناء ثلاث قصص رقمية تنطوي على قواعد اللغة الإنکليزية (الماضي البسيط – Past Simple)، و(الماضي المستمر – Past Progressive)، و(المستقبل – Future using: to)، و(المقارنة – Comparison). وتم الاعتماد على تصميم المجموعة التجريبية ذو الاختبارين القبلي والبعدي حيث تم تصميم اختبار تحريري وشفهي قبلي وبعدي. وبلغ عدد أفراد العينة (24) طالبة تم اختيارهن بطريقة عشوائية مثلتا مجموعتين متکافئتين، المجموعة الضابطة تکونت من (12) طالبة درسن بالطريقة التقليدية وأخرى تجريبية متکونة من (12) طالبة درسن باستخدام استراتيجية تعليمية معززة بالقصة الرقمية. وأشارت نتائج الدراسة إلى وجود أثر إيجابي لتطبيق استراتيجية القصة الرقمية على سلامة النطق وطلاقة التحدث باللغة الإنکليزية، وقواعد اللغة الإنکليزية جميعها ما عدا (الماضي المستمر – Past Progressive). وتقترح نتائج البحث إجراء دراسة مماثلة للدراسة الحالية لمراحل دراسية مختلفة، وإجراء دراسة مماثلة بالنسبة للطلاب الذکور والإناث ومقارنة النتائج بالنسبة للجنس، وإجراء دراسة لقياس أثر إشراک الطلاب في إنتاج القصص الرقمية وأثره على تطوير مهاراتهم اللغوية. إجراء دراسة مقارنة لأداء متعلمي اللغة الثانية مع أداء الناطقين الأصليين للغة حين استخدام الوسائط المتعددة في التعليم. This study aimed investigate the effect of digital story telling on developing the oral fluency and grammatical accuracy of the secondary school students. For fulfilling the study purpose, the study made use of the quasi experimental design. Three digital stories were developed including English grammar (past simple, past continuous, past progressive, future going to and comparison). The pre and post tests was adopted as well as a written and oral pre and post tests were designed. The number of the sample members was 24 female students who were randomly selected representing two equal groups. The control group consisted of 12 students who studied via the usual method and another experimental group consisting of 12 students who studied using an educational strategy reinforced by the digital story. The results of the study indicated that there is a positive effect of applying the digital story strategy on the accuracy of pronunciation, fluency in speaking in the English language and all English grammar except for (past continuous - past progressive). The results of the research suggested conducting a similar study the current study for different academic stages, besides conducting a similar study for male and female students, comparing results with regard gender, and conducting a study measure the effect of students' involvement in producing digital stories and its impact on developing their language skills. The study also suggested conducting a comparative study of the performance of second language learners with that of native speakers of the language while using multimedia in education.

What drives visitor economy crowdfunding? The effect of digital storytelling on unified theory of acceptance and use of technology

Digital storytelling is a key factor used by fundraisers to attract investors to crowdfunding projects. Despite the important role of digital storytelling in consumer persuasion, research on the effect of digital storytelling on consumer behavior is scarce in the visitor economy crowdfunding sector. The objective of this work is to create and verify a theoretically integrated research framework including three-dimensions of digital storytelling as a reflective second order factor (perceived esthetics, narrative structure, and self-reference) and concepts of unified theory of acceptance and use of technology (UTAUT) (performance expectancy, social influence, effort expectancy, facilitating condition, and intention). Results reveal that digital storytelling has highly significant effects on facilitating condition, performance expectancy, effort expectancy, and social influence in descending order. Investors' intention to crowdfund is also significantly affected by facilitating condition, performance expectancy, social influence, and effort expectancy in descending order, offering significant theoretical and managerial implications in leisure and tourism.

Exploring the Effect of Digital Storytelling on Employee Engagement: An Experiment Research

Exploring the Effect of Digital Storytelling on Employee Engagement: An Experiment Research