Effectiveness Of Digital Storytelling Research Articles

Digital Storytelling and Critical Thinking: A Comparative Analysis Across Physical, Virtual, and Hybrid Learning Environments

This research investigates the promotion of critical thinking skills and the dissemination of knowledge through digital storytelling experiences within three distinct learning environments: physical, virtual and hybrid. Using a comparative analysis, the research examines the impact of each modality on critical thinking, focusing on the evaluation of six macro-indicators presented in (Poce, 2017): basic language skills, relevance, importance, argumentation, critical processing and novelty. The study involved students from the universities of Roma TRE, Modena and Reggio Emilia and Tor Vergata through three experiences: in presence tour , a virtual tour made via FrameVR (https://learn.framevr.io/) and an augmented reality application to provide educational content. The results indicate that digital environments significantly improve some aspects of critical thinking, particularly in terms of argumentative quality and creative engagement. The study also observes a marked improvement in knowledge retention, as evidenced by end-of-course evaluations, suggesting that immersive digital storytelling can mitigate the tendency for last-minute hoarding and promote long-lasting educational engagement. This research contributes to the pedagogical discourse on the effectiveness of digital storytelling and object-based learning in promoting critical and reflective thinking processes in students.

Empowering Women Through Digital Storytelling for Viksit Bharat: A Review Based Study

In the digital era, storytelling has emerged as a powerful tool for empowerment, particularly for marginalized groups such as women. This paper presents a comprehensive review-based study presents an overview of Digital Storytelling. In addition, information is presented about the steps of creating a digital story and its different types. The article also includes a discussion of challenges and other important considerations that society should be aware of before implementing the use of Digital Storytelling to empower the women for Viksit Bharat by 2047 and concludes with an overview of the research that has been and needs to be conducted on the effectiveness of Digital Storytelling in empowering women within the context of Viksit Bharat.

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.

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.

The Effectiveness of Digital Stotytelling in Teaching Speaking for Students with Different Gender Classification

The purpose of this study is to find out the effectiveness of using digital storytelling towards students’ speaking ability based on gender classification. The samples of this study were two classes of class IX students from MTsN 1 Kediri. The experimental group was Class IX-G, and the control group was Class IX-I. Both pretest and posttest set were used as the research instrument. To determine the effectiveness of the media utilized, ANCOVA analysis was used, and an independent sample T-test was used to determine gender differences. The study's findings revealed the effectiveness of digital storytelling to teach speaking as evidenced by sig.=.0000<.05. Further analysis proceeded to the effectiveness of digital story telling based on gender classification. As evidenced by sig. =.003.05., digital story telling was effective in teaching speaking to female students. Meanwhile, male students were not empowered. By sig=.416 >.05., there was no statistically significant difference between male students taught using digital storytelling and those taught using printed text evidence. It means that both teaching media are equally effective for teaching speaking to male students.

The Effectiveness of Digital Story Telling in EFL Classroom

The research aims to find out the effectiveness of Digital Story Telling media in listening class students at University of PGRI Yogyakarta. This research was experimental research which used quasi experimental method. Therefore, the data were collected by observation, interview, test, and questionnaire. Samples of this research were 28 students of 10 male and 18 female in the second semester English department students. The samples were divided into two groups, there were experiment group and control group. Both of groups were given pretest before treatment and posttest after treatment. Students in experiment group got treatment to study English listening by Digital Story Telling. The result of the research shows that Digital Story Telling is effective to improve listening skill. Result of the hypothesis measured from the post-test of the experiment class. The result shows the value of significance t-test is 0.000 which is lower than 0.05. It means that Ha is accepted and H0 is rejected. Mean of control group in pre-test is 34.28, thus in experiment group is 37.85. Mean of control group in post-test is 39.28, while in experiment group 47.14. It concludes that Digital Story Telling as media is effective to improve student in learning listening at second-semester student in English Language Education Study Program at the University of PGRI Yogyakarta.

The Effectiveness of Digital Storytelling on Language Listening Comprehension of Kindergarten Pupils

The Effectiveness of Digital Storytelling on Language Listening Comprehension of Kindergarten Pupils

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 Effectiveness of Digital Storytelling in Teaching 21st-Century Skills and Abilities at a Junior High School

The Effectiveness of Digital Storytelling in Teaching 21st-Century Skills and Abilities at a Junior High School

The effectiveness of digital storytelling in the classrooms: a comprehensive study

In recent years the use of new technologies in educational systems has increased worldwide as digital cameras, personal computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. However, education systems still face many challenges: one of these challenges is how to enhance student engagement to provide better educational outcomes. It has become increasingly important to use innovative pedagogical models to engage learners. Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning. This research project aimed to create a constructivist learning environment with digital storytelling. The research investigated the pedagogical aspects of digital storytelling and the impact of digital storytelling on student learning when teachers and students use digital stories. A multi-site case study was conducted in one Australian school at primary and secondary levels. In selected classrooms, students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. In order to enhance the reliability and validity of the research, multiple methods of data collection and analysis were used. Data was collected with qualitative and quantitative methods. An evaluation rubric was used to collect quantitative data, while interviews and observation were used to collect qualitative data. Data collection was guided by a mixed methods research design in order to evaluate if and how digital storytelling enhances teaching and learning outcomes. The findings from this study suggest that digital storytelling is a powerful tool to integrate instructional messages with learning activities to create more engaging and exciting learning environments. It is a meaningful approach for creating a constructivist learning environment based on novel principles of teaching and learning. Thus, this approach has the potential to enhance student engagement and provide better educational outcomes for learners.

Effectiveness of Digital Storytelling on Cultural Awareness

Digital storytelling refers to a wide variety of concepts from interactive digital narratives to computer game narratives, from web-based dramas to digital filmmaking tools. The digital storytelling approach provides students with an environment in which they can actively use technology as participatory designers in the process of creating messages regarding their thoughts. This research aims to reveal the effectiveness of digital storytelling practice to increase the motivation in the instructional environment, to raise awareness through teaching elementary school students some cultural values and to affect effective use of technology in elementary schools. The participants of the study were chosen among the elementary school students in the city of Eskisehir. In the study, the criterion for determining the participants was taking the course of “Digital Storytelling” found in the Education Program for Talented Students (EPTS). At the end of the digital storytelling process, many of the students expressed that being active participant in the design process and using their own products were exciting and pleasing and encourage them to interest on cultural themes through awareness.

Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study

The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English classes. The independent variable was information technology-integrated instruction (ITII) on two different levels - lecture-type ITII (comparison group) and DST (experimental group). Both quantitative and qualitative data were collected, including English achievement and critical thinking scores, questionnaire responses for learning motivation, as well as recordings of student and teacher interviews for evaluating the effectiveness of DST in learning. Descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation. Interview results highlight the important educational value of DST, as both the instructor and students reported that DST increased students' understanding of course content, willingness to explore, and ability to think critically, factors which are important in preparing students for an ever-changing 21st century.