Effect Of Digital Storytelling Research Articles

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

Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course

This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme.

Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students’ academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.

Digital storytelling and visual metaphor in lectures: a study of student engagement

ABSTRACTDigital storytelling is a multimodal instructional design framework that helps to explain complex concepts using narrative and metaphor. Drawing from conceptual metaphor theory, we explore the effect of digital storytelling on student engagement and understanding of unit material in two undergraduate units. Through a mixed methods approach, visual elements of storytelling and metaphors are found to increase student engagement. Greater increases in student engagement are found for accounting students than a comparison cohort of management students. The main contribution of this paper is in using conceptual metaphor theory to create a new understanding of student engagement regarding rich metaphors becoming cognitively aligned with accounting concepts. A storytelling approach further helps to improve student engagement by connecting multiple metaphors into a compelling overarching narrative. We present accounting education practitioners with specific recommendations for improving student engagement by introducing narrative and metaphoric elements into lectures.

21世紀に求められる資質・能力を育むデジタルストーリーテリングの効果 －中学校における授業実践から－

21世紀に求められる資質・能力を育むデジタルストーリーテリングの効果 －中学校における授業実践から－

Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance

The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the internet and websites. This mixed method study measured the differences between effect of digital storytelling and storytelling aloud on speaking skill of Iranian EFL learners using both qualitative and quantitative methods. The data were collected from 42 students who were aged19 to 25 years old at Payam Noor University in Gorgan, Iran. In this study a TOEFL speaking test was administered to students in two classes as the pre-test. Next, one of the classes as experimental group consisting of 21 participants was exposed to treatment in which they participated in a digital storytelling course for 12 sessions. The other class as the control group had the traditional storytelling instruction. At the end of the course, the same TOEFL speaking test was administered to both groups. Alongside the speaking test, the experimental group was given a questionnaire about the effectiveness of digital storytelling course on their motivation to improve their speaking ability. The data analyzed by using SPSS software proved the efficiency of the digital storytelling on the oral performance of EFL learners.

Are you digitized? Ways to provide motivation for ELLs using digital storytelling

The purpose of this paper is designed to explore the effects of using digital storytelling in after school English classroom on Korean ELL learners’ attitudes and perception toward learning in English. In a public elementary school located in Eastern Kyunggi province in South Korea, 32 ELL learners in the 5th grade participated in 12-week study experiencing digital storytelling in English class. ‘Digital storytelling’ as a primary teaching and learning resource was introduced and adapted, which had been designed and developed by the researcher. And to figure out the impact and effect of digital storytelling, a mixed research method was conducted for looking to students’ response. Students’ self-evaluation report and lecture review report gathered for data analysis along with quantitative data which were pre-/post-survey on the change of students’ learning attitude and reading comprehension. The findings showed that the potential benefits of digital storytelling brought positive effects on the 5th grade ELL students’ attitudinal changes in learning English by helping them to have deeper understanding of the lesson, which led their voluntarily active class participation. The results also revealed that digital storytelling made students engaged in the content of the story not only by promoting motivation and interest, but also by providing confidence in learning English.

Web-based survey on the effect of digital storytelling on empowering women to seek help for urogenital atrophy

To evaluate an online digital story aimed to empower women suffering from urogenital atrophy to seek health professional advice. A questionnaire evaluating a digital story on the UK-based menopause website www.menopausematters.co.uk. Main outcome measure Answers to questions on empowerment. A total of 539 responses were obtained over the 62 weeks that the questionnaire was online. In women who had not previously sought help for urogenital atrophy, 145 were too embarrassed and 105 did not want to bother the health professional. Having watched the video, 73% (n = 105/143) of women who had been too embarrassed to discuss their symptoms with their doctor would now do so and 87% (n = 89/102) of women who had not wanted to bother their doctor would also make an appointment. Ninety-six percent (n = 138/144) of women would be willing to try treatment. Over two-thirds of women favoured webcast information to written information; however, postmenopausal women were less likely than peri- or premenopausal to favour this method of presenting health information. Using digital stories for health promotion is a new area for research. Our data provide preliminary evidence that women can feel more empowered to seek help for urogenital atrophy using digital storytelling.