Idioma:

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

Yang, Ya-Ting C. ; Wu, Wan-Chi I.

Computers and education, 2012-09, Vol.59 (2), p.339-352 [Periódico revisado por pares]

Elsevier Ltd

Texto completo disponível

Citações Citado por

Enviar para

Título:
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study
Autor: Yang, Ya-Ting C. ; Wu, Wan-Chi I.
Assuntos: Academic Achievement ; Comparative Analysis ; Computer Assisted Instruction ; Content Analysis ; Course Content ; Covariance ; Critical Thinking ; Digital ; Education ; Educational Strategies ; Educational Technology ; English (Second Language) ; Experimental Groups ; Grade 10 ; High School Students ; Improving classroom teaching ; Instructional Design ; Instructional Effectiveness ; Instructors ; Interviews ; Learning ; Learning communities ; Learning Motivation ; Lecture Method ; Media in education ; Multivariate Analysis ; Predictor Variables ; Pretests Posttests ; Qualitative Research ; Quasiexperimental Design ; Questionnaires ; Recording ; Second Language Instruction ; Second Language Learning ; Secondary education ; Story Telling ; Students ; Teachers ; Teaching/learning strategies ; Technology Integration
É parte de: Computers and education, 2012-09, Vol.59 (2), p.339-352
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: 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. ► Digital storytelling is a transformative technology-supported pedagogy for learning. ► Specific procedures are provided for implementing DST in authentic classroom settings. ► Year-long data was collected from a quasi-experiment with 10th grade students. ► DST enhances academic achievement, critical thinking, and learning motivation.
Editor: Elsevier Ltd
Idioma: Inglês

Links

View record in ERIC

Voltar para lista de resultados

Realização: Logos de Redes Sociais:

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

Yang, Ya-Ting C. ; Wu, Wan-Chi I.

Elsevier Ltd

Buscando em bases de dados remotas. Favor aguardar.