Effect Of Storytelling Research Articles

The Effects of Storytelling on User Experience and Behavior-related Variables

The emergence of brand stories helps build brands and enhance brand value. This study examines the effects of storytelling on user experience (UX) with an online shop and identifies its effects on brand- and behavior-relevant variables. The results obtained indicate that the use of storytelling in an online shopping context enhances the website's performance in terms of hedonic and pragmatic UX and overall attractiveness. Explicit and implicit brand attitude and explicit and implicit ecological sustainability, explicit social sustainability and the behavioral variable of the willingness to pay a higher price for the products of the brand reached higher scores under the condition of storytelling. Moreover, the implicit and explicit ecological sustainability and implicit social sustainability were increased through the condition. In addition, implicit brand attitudes and behavioral intentions were increased, as well as implicit ecological and social sustainability. The present results add significant empirical insights to the literature on the underlying mechanisms of storytelling, which is related to UX, brand-related outcomes and the interrelation between these variables. Hence, the present study further provides a more holistic understanding of human perception and behavior in online contexts.

The Effect of Storytelling Using Finger Puppets on Anxiety in Hospitalized Preschool Children

Introduction: The prevalence rates of disease at preschool age are higher than toddlers and school age. The coping mechanism has not developed at that age, thus contributing to increased anxiety levels during hospitalization. Interventions are needed to overcome anxiety problems so that children are more comfortable and cooperative in undergoing treatment in the hospital more effectively. The research aims to examine the effect of storytelling using finger puppets on anxiety in hospitalized preschool children.
 Methods: Quasi-experiment research with pre and post-test design, 40 preschool children were selected with purposive sampling with inclusion and exclusion criteria, 20 respondents of treatment groups, and 20 respondents of control groups. The instrument used FAS. Data analysis used is the Mann Whitney and Wilcoxon Sign Rank Tests.
 Results: Mann-Whitney results showed the difference in anxiety between treatment and control group in post-test (p=0.023), and Wilcoxon results showed Z count -3.827 a< Z table -1.96 value asymp sig. (2-tailed) where z arithmetic ≤ z table which means there is influence or probability value p= 0.000 (p< α= 0,05) which means H1 accepted.
 Conclusion: It is expected that in the future, it can be used as an alternative method to reduce anxiety. And then it’s hoped that researchers can further examine more deeply the effectiveness of parental involvement in storytelling play therapy.

Tell me your story: Branding destinations through residents’ (place) stories

Concerns have been raised that destination branding often overlooks the destination's internal stakeholders, and in some cases, has resulted in a brand identity that does not reflect the meanings and emotions that residents attach to places. Consequently, scholars have advocated for a more participatory approach to destination branding in which residents’ sense of place can be acknowledged, represented, and operationalized. This paper synthesizes these arguments and demonstrates that such an approach can be achieved by embracing residents’ place stories. Through storytelling, residents construe different facets of the place identity that is the foundation of destination brand identity. Hence, the purpose of this paper is to investigate the role, constituents, and effects of storytelling in destination branding, particularly exploring whose stories should be told and how these stories should be conveyed. In doing so, a participatory approach to destination branding is presented that employs residents’ place stories as a genuine form of participation in the destination branding process. Lastly, an agenda for future research is proposed, and practical implications for destination marketing practice are discussed.

Children against antibiotics misuse and antimicrobial resistance: assessing effectiveness of storytelling and picture drawing as public engagement approaches

Background: Interventions delivered in schools have been found to be effective in improving knowledge of antibiotics and antimicrobial resistance (AMR) among school-aged children, particularly those in high-income countries, but the evidence is largely lacking in low- and middle-income countries. This study aimed to design, implement and assess storytelling and picture drawing as engagement approaches for improving knowledge, attitudes and beliefs about antibiotics and AMR among schoolchildren in Ghana. Methods: Two schools with a total population of 375 schoolchildren ages 11-15 years in Tema, a city in Ghana, participated in public engagement interventions involving storytelling in one school and picture drawing in another school. The interventions included eight weeks of engagement led by science teachers and a competition held in each school. For quantitative outcome-based evaluation, some schoolchildren were randomly sampled in each school. Purposive sampling was also used to select some schoolchildren in each school for qualitative outcome-based evaluation. Respondents completed identical knowledge, attitudes and beliefs questionnaires and were interviewed at two time points (before and at most a week) after key interventions to assess changes in antibiotics and AMR knowledge, attitudes and beliefs. Results: Picture drawing had more significant effects (both positive and negative) on schoolchildren’s AMR knowledge, attitudes and beliefs, whereas storytelling had a negative effect on children’s AMR knowledge and no significant impact on beliefs and attitudes. Conclusions: Our project’s findings suggest that public engagement interventions that use picture drawing and storytelling may influence the knowledge, attitudes and beliefs of schoolchildren regarding antibiotic misuse and AMR. However, modifications are required to make them more effective. These include making the storytelling effective by turning it into drama or plays.

Effectiveness of Storytelling on Reading Comprehension and Written Production of Indigenous Language (Igbo) Learners in Primary Schools in Ebonyi State, Nigeria

The study examined the effectiveness of storytelling aloud on the reading comprehension and written production of indigenous language (Igbo) learners at the primary schools in Ebonyi State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental design. Two research questions guided the study. The sample was 100 primary five (5) pupils selected from the two public primary schools purposively. The two schools were assigned to experimental and control groups respectively and intact classes were used. Each group consisted of fifty (50) pupils in each of the respective schools. The instrument for data collection was an achievement test, indigenous stories and reading comprehension. The instrument was validated by three (3) experts in Igbo language and measurement and evaluation experts from Ebonyi State University. The reliability of the test was determined by pilot testing and it yielded a reliability coefficient of 0.80. The data analyses were done using mean and standard deviation. The results showed that the experimental group performed better than the control group in both tests of reading comprehension and written production in Igbo language and were improved by the teacher’s use of storytelling technique. Based on the findings, the following recommendations were made; that curriculum planners should include storytelling in the reading and writing components of Igbo curriculum in the primary schools; that Igbo language teachers should be encouraged to use storytelling technique in the teaching of reading comprehension and written production in Igbo language. Keywords: Storytelling technique, reading comprehension, written production, Igbo language, performance. DOI: 10.7176/JEP/12-23-05 Publication date: August 31 st 2021

The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

Comparing the structures of storytelling and magic for science communication with an agent-based model.

When scientists engage in Public Understanding of Science to communicate their research to lay audiences, a common suggestion is to structure their talk around storytelling. Thus, it is crucial to know the actual effectiveness of storytelling in science communication compared to other structures. For instance, a structure almost unexplored is the one of magic or illusionism. As storytelling, it has been evolving and improving over humanity's history to become ever more effective, granting magicians a prominent place in the entertainment and art industry. In the present work, we compared various storytelling structures and the structure of magic, through an agent-based computational model. The results open the questioning of story architectures; propose a new way to test ideas in science communication; and show that double-blind control studies are very much needed for further testing the structures of Public Understanding of Science and further developing agent-based models.

The Effectiveness of Story Telling and Role Play in Teaching Speakingfor Students with High and Low Motivation

Storytelling and role play as techniques of teaching have been studied and believed to be effective for teaching speaking. In speaking class, students’ interest and motivation are also improved as the impact of the techniques. The present research aims at explaining how significant the students’ achievement is taught by using storytelling and role-play as techniques of teaching speaking to the students with high and low levels of motivation. The design of this research was a quasi-experimental design with a 2x2 factorial design. This research was conducted on eleventh-grade students at MA Al-Hikmah Bandar Lampung as the research participants. Then, the writer analyzed the result from the questionnaire and speaking test using t-test and ANOVA. The results of this research showed that the value of sig. of techniques and motivation was 0.00. It meant that sig. the value was lower than 0.05. It can be concluded that there was a significant difference in the students’ achievement taught by storytelling technique and roleplay technique for students with high and low motivation. This research is expected to give a contribution to English teaching-learning such as giving appropriate techniques to teach speaking comprehension.

The Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study.

This study examined the effects of storytelling with or without contextual information on children with autism spectrum disorder (ASD) and typical development (TD) using eye-tracker. They were randomized into two groups-the stories included and did not include social contextual information respectively. Training was delivered in groups, with eight sessions across four weeks, 30min/session. Participants' fixation duration, visit duration, and fixation count on human faces from 20 photos and a video were recorded. Our findings revealed that storytelling with social contextual information enhanced participants' eye gazes on eyes/ faces in static information (photos) for both children with ASD and TD, but the same advantage could not be seen for children with ASD in regard to dynamic information (videos).Clinical Trial Registration Number (URL: http://www.clinicaltrials.gov ): NCT04587557.

Effect of Storytelling on Preoperative Anxiety and Fear among Children Undergoing Surgery

Background: Children who are faced with surgical operations may experience anxiety, panic and fear before surgery and they are needed to both physical and psychological preparation. Aim of the study: Evaluate the effect of storytelling on preoperative anxiety and fear among children undergoing surgery. Design: Quasi-experimental research design was utilized in the current study. Subjects: 100 children from 4-8 years were equally and randomly assigned into two groups, the first was the control group and the second was storytelling intervention group. Setting: The current study was conducted at the General Pediatric Surgical Unit at Cairo University Specialized Pediatric Hospital (CUSPH). Tools: an Interview Structured Questionnaire was developed by the researchers, State-Trait Anxiety Inventory for Children, and Children's Fear Scale was utilized for collecting the data. Results: Preoperative anxiety scores and fear were lower among children after storytelling intervention than before. Highly statistically significant differences were detected between the total mean score of anxiety scores and fear in the pretest and posttest before surgery (P=0.000). Conclusion: Storytelling method is an effective distraction technique for reducing preoperative anxiety and fear among children undergoing surgery compared to children in the control group who received routine hospital care. Recommendations: Application of the storytelling technique as non- pharmacological management beside routine hospital programs for children undergoing surgery is recommended among nurses who care children in order to reduce preoperative anxiety, panic and fear level.

СТОРИТЕЛІНГ ЯК СТРАТЕГІЯ РОЗБУДОВИ PR-КОМУНІКАЦІЙ

<p><strong><em>The purpose </em></strong><em>of the article is to determine the functionality of using storytelling in PR communications.</em></p><p><strong><em>Research methodology</em></strong><strong>.</strong> <em>Methods of synthesis and analysis, reception, descriptive method and method of generalization were used during the consideration of the raised issue, in particular studying and systematization of scientific principles of the storytelling phenomenon, its structural elements and material organization, as well as functional capabilities as a means of communication.</em></p><p><strong><em>Results.</em></strong> <em>The format of storytelling as a significant socio-cultural communication phenomenon in the modern information space and a new technology for organizing dialogue with the public are presented. The emphasis is placed on such dominant characteristics of storytelling as emotions, identification, personification.</em> <em>Storytelling is characterized as an actual format of information organization in PR-communications. Storytelling as an important communication tool in the organization of external and internal communications of an organization is revealed. The basic characteristics of storytelling in the formation of communication interaction with different audiences are described.</em> <em>The basic characteristics of storytelling in the formation of communication interaction with different audiences are described. The main directions of its functional application in corporate communication are highlighted. Storytelling is revealed as a significant and operative tool for building trust with consumers.</em> <em>Models of material organization in the story are given. On the example of the well-known brand «Morshynska» and the company «Nova Poshta» the analysis of the implementation of storytelling is carried out, the basic aspects of establishing communication contact with the audience and the criteria of potential effectiveness of storytelling are described.</em></p><p><strong><em>Novelty.</em></strong><em> The aspects of systematization of storytelling implementation in PR-communications are described and systematized. The main directions of embodiment of stories and features of their development are covered. Modern practices of storytelling application in modern public relations are presented.</em></p><p><strong><em>Practical significance.</em></strong><em> The thesis set out in the article can be applied in the organization of PR-communications and image strategies, as well as in further study of communication practices in various fields.</em></p><p><strong><em>Key words:</em></strong><em> storytelling, story, PR-communications, strategy, public relations, trust, audience.</em></p>

The Effects of Story-Telling on Emotional Experience: An Experimental Paradigm.

Telling about emotionally significant events is a basic activity in human relationships and plays an integral role in the process of psychotherapy, in film and literature, and in other contexts where emotional experiences are shared using language. Bringing events and images to mind activates feelings anew; talking about them may further activate and perhaps alter the experiences as registered in the speaker's memory. We review the results of five studies where participants were asked to bring an emotionally significant event to mind and report how they felt at the time (time 1); report how they feel now in the moment of thinking about it (time 2); tell about the event, and report how they felt after telling (time 3). Overall, we see a pattern whereby participants' ratings of emotional intensity are high at time 1, lower at time 2 and high again at time 3. Most participants reported some change in the characterization of their emotions after describing the event, e.g. angry to neutral, and a smaller proportion reported more marked changes e.g. happy to sad. Language style indicating the presence of a referential process was shown to be moderately related to change in characterization of emotion in two of the three studies in which language measures were applied. In combination the studies suggest that change in emotional characterization comes about in the context of the referential process associated with an increase in reflection. Revisions of the paradigm in future research are discussed.

The effects of storytelling in the promotion of physical activity for chronically ill patients: an integrative review

Background/AimsPhysical activity is regarded as an essential component of self-management for people with chronic illness. Storytelling is an approach that successfully uses a group environment to influence change in physical activity intentions and behaviours. The aim of this study was to develop an understanding of what a storytelling intervention entails, its main effects and how this leads to the promotion of physical activity in chronically ill patients.MethodsAn integrative review was undertaken in three stages: search, appraisal and synthesis. Studies were included if they represented participants with a chronic illness, used a storytelling approach for the intervention and had physical activity as a component of the intervention.ResultsA total of 14 articles were identified that included a total of 818 participants (191 male, 348 female, 279 unknown). No articles were identified as flawed and all were included in the synthesis. Four themes were identified: ideal processes within interventions; psychosocial factors that influenced storytelling; perceived outcomes relating to storytelling; and perceived benefits of physical activity.ConclusionsThis review develops a deeper understanding of the required processes, associated factors and outcomes of storytelling interventions for people with chronic illness. It provides evidence of how storytelling can be used to promote physical activity. Further research into storytelling interventions is required.

The Effects of Story-Telling on the Language Skills of Pupils at the Early Childhood Education Stage of the Central Region of Ghana

This purpose of the study was to examine the effects of story-telling on the language skills of pupils in early childhood education at the Elmina Catholic Boys Primary School in the Central Region of Ghana. The study employed the action research design. Using the census sampling procedure, 34 respondents comprising 32 primary two (2) pupils and two (2) class teachers were selected for the study. Data gathered from the use of the interview guide and tests were analysed using frequencies, percentages and paired-sample t-test. Among the prominent causes of poor language skills among pupils were the fact that, friends laughed at pupils if they talk and made mistakes (peer pressure) and difficulty pupils had in expressing themselves (personality differences). Also, the post-test scores of the language skills of the pupils were higher than that of the pre-test scores. This means that, the intervention (storytelling) had a positive effect/impact and improved the language skills of the pupils. Keywords : Story-telling, Language Skills DOI: 10.7176/JEP/11-24-15 Publication date: August 31 st 2020

A Validity and Reliability Study of Story Writing Anxiety Scale

Stories have become one of the ways to provide information more effectively in so-called age of technology, the 21st century. Moreover, it is seen that advertising industry storifies what they desire to commercialize. Teaching students in a storified way enables persistence of learning. The effect of storytelling and writing, which already exists in many aspects of life, on secondary students’ anxiety has been a key concern. It has been planned to search this current topic which is not encountered in the literature and to develop a scale. It is thought that secondary school students need an instrument evaluating their story writing anxiety. In this sense, the aim of this study is to develop a scale that will evaluate secondary 7th graders’ story writing anxiety. 439 students (212 female and 227 male students) participated in the study. As a result of exploratory and confirmatory factor analyses, a valid and reliable evaluation instrument for secondary school students’ story writing anxiety was developed. As a result of the research, 5 tier scale with 26 items was formed to evaluate story writing anxiety. Cronbach Alpha value was found to be .853 and total variance explained was 57.827.

The Effect of Storytelling on Ability to Control Violence Behavior in Early Childhood

Introduction:Storytelling is a narrative activity that is close to children. This activity can convey the contents of stories, feelings or ideas without making the children feel like being patronized. Narrators can also convey or teach about the behavior that children should do. Early children often do aggressive or violent actions. Based on the condition, storytelling becomes a way to teach children about good behavior. The purpose of the study was to determine the effect of storytelling on the ability to control violent behavior in early childhood at one of Kindergarten in Semarang.Methods: This research is a quantitative research. Sampling technique used total sampling with 24 students as respondents. The data obtained were processed statistically using the marginal homogeneity test. Using marginal homogeneity test, it was obtained p value of 0,000 (<0.05).Results: It can be concluded that there is a storytelling effect on the ability to control violent behavior in early childhood.Conclusion: There is an effect of storytelling on the ability to control violent behavior in early childhood among students of one of Islamic kindergarten in Semarang. For institutions, the storytelling method can be used as daily learning because learning is not only about academics but also attitudes.

Effects of Storytelling on Improving EFL Students’ Critical Thinking and Reading Comprehension

The purpose of this study is to find the effects of storytelling (ST) on improving critical thinking and reading comprehension of EFL students at Kandahar University. The design of the study was quasi-experimental with critical thinking and reading comprehension pre and posttests. Total 27 Afghan EFL students were selected based on their performance on Placement test. The participants of experimental group listened to their teacher telling the story. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in group of storytelling. However, improvement is higher in reading comprehension section than critical thinking.

Effectiveness of Storytelling on the Components of Communication Skills in Educable Mentally-retarded Children

Effectiveness of Storytelling on the Components of Communication Skills in Educable Mentally-retarded Children

The Effect of Storytelling at School on Children’s Oral and Written Language Abilities and Self-Perception

This study explored whether being told stories by a teacher in school 4 days a week for 10 weeks would lead to improvements in 6- and 7-year-old children’s oral language, written language, and self-perception. We also explored whether these improvements would be greater than those experienced by an active comparison group that was read the same stories from books and a comparison group that continued with their usual classroom literacy practices. We used a quasi-experimental between-participants design: 194 participants took part, and classes (rather than participants) were randomly assigned to intervention conditions. Results showed that the storytelling group retold stories that were significantly longer and used a significantly wider range of vocabulary than both the group that was read the same stories and the comparison group at posttest and 3-month follow-up. The story-reading group scored significantly higher on an oral vocabulary test than the comparison group at follow-up.

Architecture and narration: the architect as storyteller?

Trovandoci nell’era della comunicazione, non stupisce il crescente interesse per la relazione tra architettura e forme di narrazione. Delle molteplici declinazioni in cui il rapporto può essere inteso, riscuote successo l’accostare l’architettura a un concetto proprio della comunicazione contemporanea, lo storytelling. Architettura e racconto intrattengono, però, un legame più profondo se li consideriamo come forme di interpretazione del rapporto tra uomo e mondo. La comune tensione ermeneutica del costruire e del narrare/ comporre si coglie nell’opera di architetti-poeti, o architetti la cui opera comprende anche la composizione poetica. La questione è come incida sulla narratività ermeneutica dell’architettura rispetto all’attitudine umana all’abitare l’applicazione delle tecniche dello storytelling la cui efficacia sembra risiedere più nella semplificazione esplicativa che nella problematicità.