Use Of Digital Storytelling Research Articles

Bilgi ve İletişim Teknolojileri (BİT) Kapsamında Dijital Hikaye Anlatımı (DHA) Üzerine Araştırma: Sistematik Bir İnceleme (Ocak 2018 - Haziran 2023)

DST (Digital Storytelling) has been used on many variant subjects in recent years. It is promising because DST allows a more democratic and equal education through creating educational settings by communicating diversity. This research aims to systematically examine the educational use of digital storytelling which is one of the ways of integrating ICT in educational research and practice. This study particularly seeks to discover the lasting challenges of ICT integration for the solution to challenges of education as well as to what extent DST can contribute to solving these challenges of ICT for learning and inclusion. The study presents systematic reviews of 63 studies on ICT Education (36 study), Digital Storytelling (27 study). As part of the study WoS and SCOPUS databases were included for search within January 2018- May 2022 based on the defined criterias. In the analysis of the data obtained in the study, analytical themes were used by using both the descriptive analysis and descriptive themes obtained as the result of the inductive analysis. The outcome obtained as a result of the research are categories such as the distribution according to the years, the countries where the research was held, the level of the field of education of the research, the subjects, the sample/study group, the research methods, and the results of the research is given.

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.

DIGITAL STORIES FROM AN INTERGENERATIONAL, TELEPHONE-BASED REMINISCENCE PROGRAM

Abstract Reminiscence strategies combined with an intergenerational approach may yield social and mental health benefits for older adults with cognitive impairment. There is also evidence to support the use of digital storytelling (DST) with persons with cognitive impairment combined with intergenerational programs. DST typically involves the production of a two-to-five-minute audio-visual clip combining text, images, music, photographs, voice-over narration, and other audio. However, there are few studies that combine reminiscence, DST, and an intergenerational approach with persons with cognitive impairment. The current study is a thematic analysis of DST products created by university students in collaboration with older adults with cognitive impairment (N = 27) as part of a larger project examining how intergenerational reminiscence using DST may improve the social and emotional well-being of persons with memory loss. After the completion of a structured, six-week, telephone-based reminiscence, the younger and older adults co-created a storyboard and script as well as selected photos and music to accompany the narrative in the DST. An interactive team approach using the phases of thematic analysis of the DST products resulted in six themes: 1) family, 2) religion and purpose in life, 3) loves and hates, 4) career/work, 5) stress and coping, and 6) major life turning points. Sub-themes included childhood and early adulthood, family legacy, faith, volunteering, travel, music, and resilience. Findings from the study extend current research by examining intergenerational connections, reminiscence, and the use of DST with persons with memory impairment. We close with recommendations for practice and research.

STUDENTS’ PERCEPTION OF DIGITAL STORYTELLING TO IMPROVE SPEAKING SKILL AT AN INDONESIAN ISLAMIC HIGHER EDUCATION

Digital storytelling is a method that combines the art of storytelling with digital media in various forms such as videos, images, text, and so on. Digital storytelling integrates technology into the classroom to facilitate the learning process. Especially in English language learning, this method supports the improvement of students' English language skills. This study aims to identify students' perceptions of digital storytelling to improve students' speaking skills at an Indonesian Islamic college. This mixed-method study involved 30 second-semester students at Datokarama State Islamic University in Palu. Quantitative data using questionnaires were analysed based on percentages while qualitative data in the form of interviews were analysed with three stages, namely, data reduction, display, and verification. Five aspects of perception are of concern in this study, namely attitude, motivation, interest, experience, and expectations. The research results from the five aspects prove that students have a positive perception of the use of digital storytelling in improving their speaking skills. Digital storytelling makes it easier for students to understand the material well, gives them confidence in interacting and cooperating in the classroom, and creates a fun learning process.

Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills

Background: Important to improve writing skills in elementary school students; therefore appropriate teaching materials are needed to fulfil learning facilities. Digital storytelling based on local wisdom is a teaching material solution that is relevant to the times and precisely facilitates storytelling learning to improve students’ skills of expression through writing.Aim: Purpose of this study was to describe teachers’ perceptions of the importance of digital storytelling based on local wisdom in improving writing skills.Setting: This research begins with a survey of several elementary schools in the Pandeglang Regency of Indonesia to explore the extent to which digital storytelling is based on local wisdom selected by purposive sampling.Methods: Collection of research data combines quantitative and qualitative methods and uses data triangulation techniques. Quantitative data were obtained through a questionnaire instrument filled out by 60 teachers, while quantitative data were obtained through semi-structured interviews conducted with 24 teachers. The collected data were then analysed using descriptive methods.Result: Results of this study are that teachers respond that it is imperative to develop storytelling material through digital storytelling based on local wisdom to improve elementary school students’ writing skills.Conclusion: Digital storytelling learning based on local wisdom is urgently needed to improve students’ writing skills. Based on this, it is important to develop storytelling materials based on local wisdom through the use of digital storytelling to improve elementary school students’ writing skills.Contribution: This research can be an input for educators, especially elementary school teachers, in innovating to develop teaching materials to create an active and fun learning process to achieve learning goals.

THE EFFECT OF DIGITAL STORYTELLING TO THE LISTENING COMPREHENSION IN NARRATIVE TEXT ON EIGHTH GRADE STUDENTS AT SMP NEGERI 9 PEMATANG SIANTAR

The objective of this research was to determine how Digital Storytelling affected the listening comprehension of students. A quasi-experimental design and quantitative methodology were employed in this study. The research comprised two classes selected through purposive sampling: class VIII-4 served as the experimental class with 30 students, while class VIII-6 served as the control class with an equal number of students. The teaching method in the experimental class involved Digital Storytelling, while the control class received instruction through conventional teaching methods. Data were collected through pre-tests and post-tests, each consisting of 20 multiple-choice questions. Analysis of the data revealed that the mean score for the pre-test in the experimental class was 65.33, increasing to 80.83 in the post-test. In comparison, the control class had a pre-test mean score of 58.5, which increased to 69.16 in the post-test. Applying the t-test formula, the researchers found that the calculated t-value (2.4) exceeded the critical t-value (1.67155) with degrees of freedom (df) equal to 58. In summary, the Alternative Hypothesis (Ha) was accepted, and the Null Hypothesis (H0) was rejected. Thus, the study concludes that the use of Digital Storytelling had a significant effect on the listening comprehension of narrative texts among eighth-grade students at SMP Negeri 9 Pematang Siantar. The findings suggest that Digital Storytelling can be effectively applied as a teaching medium to enhance students' listening comprehension skills.

Digital storytelling: A relational pedagogic approach to rebuilding hybrid places for creativity, equity and community building in a crisis

The COVID-19 pandemic had an impact on human flourishing worldwide as in-person teaching and learning provision within universities and schools rapidly shifted online. This exposed challenges as staff and students worked from home. Digital competences in online pedagogy differed across teaching teams, access to digital equipment, technical and social infrastructure was limited, specific fields of study had different requirements, and physical distancing measures heightened social isolation. ‘The Ship of Theseus’ is a thought experiment that poses the question: if every part of a ship is replaced, is it still the same ship? The authors apply the Ship of Theseus to reflect on experiences of rebuilding and reimagining teaching and learning online in a crisis. This intergenerational, practice-informed case study considers a strategic role for digital storytelling on the Digital Media and Communications BSc (DMC) at Manchester Metropolitan University (MMU) during the COVID-19 pandemic. A student-led component was supported by two research internships as part of MMU’s extracurricular programme, Rise. Catering specifically for students with culturally diverse backgrounds, Rise enables students to enhance their degree profile through activities such as volunteering, self-study on other learning platforms, work experience or research projects. The two student co-authors cooperated as peers, and as part of the research team in order to critique and reimagine curriculum content delivery in a crisis. This was informed by the literature and student co-authors’ critical reflections on their lived experience of pandemic online teaching and learning and prototyping an equitable alternative to build a creative community that co-imagines different desires and visions of the future from an inequitable present. In applying the Ship of Theseus to the use of digital storytelling to support online teaching and learning, we offer active learning strategies to reinvigorate relational pedagogic approaches that position online learning within wider debates to transform higher education. The authors suggest that digital storytelling can rebuild social connections and transform online spaces into hybrid places where meaningful and creative playfulness can become anchored within practice. We conclude that designing for equity by extending digital storytelling communities of practice beyond university learning environments provides alternative spaces that potentially transform how learners respond equitably to global crises together. While new forms of digital storytelling, cooperation, co-learning and community building are invaluable, the rapid convergence of digital technologies and media by industry warrants active stewarding to address emergent digital media ethical challenges, including accessibility, privacy and equity.

THE INFLUENTIAL IMPACTS OF DIGITAL STORYTELLING TOWARDS THE IMPROVEMENT OF EFL LEARNERS’ SPEAKING SKILLS

AbstractIn this ever-changing modern age, EFL educators are still in search of more meaningful speaking learning enterprises by which second language learners are strongly encouraged to endure various L2 communication practice hurdles to transform into more proficient speakers. One of the promising ways to actualize this speaking-learning aspiration is through the use of digital storytelling. Previous researchers believed that digital storytelling could potentially promote a higher degree of speaking learning enjoyment where EFL learners’ speaking competencies can thrive to the utmost potential. This present small-scale library study was initiated to exhaustively investigate the positive influences of digital storytelling on EFL learners’ speaking skills improvement. To release this main study objective, the researcher conducted a thematic analysis of 25 previous digital storytelling and speaking studies to generate more relevant and comprehensible research results. Based on the thematic analysis, the constant utilization of digital storytelling was proved to transform EFL learners into more insightful L2 speakers and promote a psychologically sound speaking learning atmosphere in which their targeted L2 communicative competencies can be fostered to the fullest development. Future researchers need to include broader English language learning scopes and a greater number of reviewed digital storytelling investigations to generate more rewarding research results relevant to the applicability and feasibility of online learning platforms in modern EFL learning enterprises. Keywords: digital storytelling, speaking skills, library study

The Use of Digital Storytelling to Stimulate Learners’ Listening Comprehension

This study was conducted to investigate the teacher’s ways of teaching digital storytelling to improve learners’ listening comprehension and find out learners’ responses to the use of digital storytelling to stimulate their listening comprehension. The research method employed in this study was a qualitative method with a case study approach. An English teacher and eleventh-grade students at one of the senior high schools in Ciamis took part as the participants. The data were obtained from classroom observation, structured interviews, and questionnaires. The validity data was proceeded by the triangulation method. The finding revealed that the teacher in fact used top-down and bottom-up strategy in teaching listening using digital storytelling. In addition, in teaching and learning process of listening, the teacher used digital storytelling media as an activity that enables students understand what the speaker’ speech from the video, develops student motivation, and improves students' listening skills. This strategy gave students better understanding of a certain topic of listening. Furthermore, the students considered the teaching-learning process of listening through digital storytelling as an activity that makes students understand the speaker speech about in the video. Thus, the use of digital storytelling in learning makes learning joyful because of the ease of use and availability of facilities. The researcher recommended free and easily accessible digital media such as interesting digital storytelling to be practiced in classroom learning.

Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging

AbstractCreative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children’s developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children’s cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.

A bibliometric analysis of digital storytelling in language education

This study provides a comprehensive overview of the research in digital storytelling and identifies the key themes and trends in this area. Digital storytelling is an emerging field that has gained significant attention in recent years. In this study, we conducted a bibliometric analysis of the digital storytelling literature to examine this field's growth and development. The data collected from the Web of Science database was analyzed quantitatively, revealing a significant growth in digital storytelling as a field in recent years. The analysis revealed that the number of publications in this area has noticeably increased. The field's most productive authors, journals, and institutions were identified, and the key themes, trends, and challenges in digital storytelling research were identified. The analysis revealed that the most frequent keywords in the literature were "technology," "literacy," "education," language," "students," "learning-motivation," "pedagogy," "English," and "stories." The key themes that emerged from the literature were the use of digital storytelling in education, the role of technology in digital storytelling, and the use of digital storytelling for social change. The co-occurrence of keywords revealed strong connections between the themes of education, learning, and technology in digital storytelling research. The analysis also revealed that the field of digital storytelling had grown rapidly in recent years, with a significant increase in the number of publications. The number of publications in digital storytelling has increased exponentially in the last decade, and this trend is expected to continue. The analysis also revealed that the majority of publications in digital storytelling are in the subfields of education and English. The analysis revealed that the field of digital storytelling is still in its early stages, and there is a need for more research in this area.

THE USE OF DIGITAL STORYTELLING IN LEARNING LISTENING BASED ON STUDENTS’ COMPREHENSION IN EFL CLASS

Abstract:
 The motivation behind this study was to decide the reaction of EFL students to the use of Digital Storytelling in learning Listening based on understanding. The researcher collected the sample for this study administered 30 participants from six-semester EFL students of English Department. This research is included in the quantitative approach and the research design used is quantitative survey research. The research instrument is a questionnaire. Judging from the survey results, the responses of EFL students to the use of Digital Storytelling in Listening Skills learning were positive and the final results of the questionnaire which consisted of 10 total items showed a pleasant classification. The findings of this study shows that 30% strongly agree to the statement “Moving pictures in digital storytelling help you understand the story being told”. Meanwhile, there were 0% participant chose strongly disagree. This study intends to examine EFL students' responses to the use of Digital Storytelling in learning Listening skills. As well as to investigate how EFL students feel about using Digital Storytelling. The data shows that Digital Storytelling is an effective language-learning media.
 Keywords: Digital Storytelling, EFL, Learning, Listening Skills.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Digital Storytelling in Cultural Tourism: A Sustainable Communication Approach at the Lasem Heritage Foundation

Responsible cultural tourism requires a sustainable approach that includes preserving cultural values while promoting economic and environmental sustainability. This study examines why the Lasem Heritage Foundation chose digital storytelling as a form of sustainable communication for managing cultural tourism and how it aligns with sustainable communication principles. Using a case study approach and qualitative methods, data were collected through interviews, observation, and literature review. Findings indicate that digital storytelling is an effective approach to managing cultural tourism for the Lasem Heritage Foundation, as it provides lasting impact and message amplification. Their Instagram and Website with "Kesengsem Lasem" as tourism branding have helped the foundation communicate and amplify their cultural values to the public and promote sustainable tourism practices to wider audiences. Furthermore, The foundation's use of digital storytelling as a sustainable communication approach in managing cultural tourism effectively conveys lasting messages and helps reinforce the cultural values and environmental sustainability of the destination. These include (1) Ecological Trust in their website articles, (2) ecological access in their Social Business Programs, (3) ecological disclosures in the use of Instagram and Website as the leading platform of digital storytelling & communication tools with all stakeholders, and (4) ecological dialogues in their preservation class, series of learning clinic, and a particular program called to travel for all. Future research should expand the number of informants and consider additional data collection methods such as focus group discussions and content analysis of digital platforms.

THE APPLICATION OF DIGITAL STORYTELLING IN TEACHING ENGLISH LISTENING SKILLS TO YOUNG LEARNERS: TEACHERS’ PERCEPTIONS OF BENEFITS AND CONSTRAINTS

Digital storytelling has emerged as an alternative method to teach language skills to various types of learners due to its flexibility, engaging aspects, and linguistic features. Albeit its prevalence, the use of digital storytelling in English language teaching varies from one context to another. This study aimed to investigate English as a foreign language (EFL) teachers’ perceptions of benefits and constraints in implementing digital storytelling to teach listening skills to young learners. Thirty EFL teachers conveniently sampled from a primary school in Bien Hoa City, Dong Nai province, Vietnam partook in answering a closed-ended questionnaire, and ten of them were invited for semi-structured interviews. The obtained data were analyzed quantitatively and qualitatively using descriptive statistics and content analysis, respectively. The findings indicated the possibility of applying digital storytelling to teach listening skills at the primary school as it could provide the students with adequate language knowledge, listening sub-skills, and a positive learning environment. However, the study revealed a number of difficulties in terms of the content, linguistic features, and grammar in digital stories that EFL teachers encountered in applying digital storytelling to teach listening skills to young learners.

Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

This paper reports on a study aiming at examining the effect of the digital storytelling approach on the aggregate reasoning of high school students. A pretest-posttest quasi-experimental design was implemented on 50 10th-grade students for five weeks to reveal the effectiveness of digital storytelling in mathematics courses regarding aggregate reasoning. Results of statistical analysis showed a significant improvement in aggregate reasoning in favor of the students in the digital storytelling group. It was also noted that aggregate reasoning was specifically enhanced to analyze data and interpret results rather than the other two components (formulate question and collect data) in the experimental group. The results support the idea that the use of digital storytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning.

Improving Vocabulary Mastery of Junior High School Students by Watching Digital Storytelling

Learning vocabulary becomes one of the challenges in language learning. Choosing the right media will help the student to gain new words. Utilizing stories uploaded into digital applications in learning vocabulary can be helpful. This study aims to seek whether Voicethread as the media delivering story improves vocabulary mastery of junior high school students and to find students’ perception of digital storytelling to improve vocabulary mastery. This research is experimental research using quantitative descriptive methods. There are pre-test and post-test to seek the increasing number of new vocabulary. Also, there is a questionnaire to find the students’ perception of using Voicethread in vocabulary learning. The result of the study reveals that students’ vocabulary increased. The students give positive responses to the use of digital storytelling and recommend using digital storytelling in vocabulary learning. The result also indicates that digital storytelling influences motivation to study independently.

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.

Digital Stories with the Online Collection of the V&A for Inquiry-Based Learning

This article explores the use of digital storytelling in the classroom to frame inquiry-based learning with digital museum collections. It presents the final in a series of three interventions that were part of doctoral research that tested the DiStoMusInq framework. The intervention involved a class of 15-16-years-old students at an international school in Greece as part of their English Literature curriculum, and included eight lessons, two of which were virtual visits to the online collection of the Victoria and Albert Museum, UK. The students worked in small groups to agree what questions they want to explore and used their own smartphones and laptops to look for answers in the online collection. They then collected material from the collection and/or took inspiration from the collection to create their own material, and used these to produce video stories that presented their answers. The findings suggest that inquiry-driven digital storytelling offers an effective way to leverage digital technologies in the classroom to engage students in purposeful, self-directed explorations of online museum collections. The processes of developing a digital story and inquiring the collections feed into one another, resulting in cultural heritage-inspired, historically informed creative student outputs and the development of student research skills.