TY - JOUR
T1 - Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation:
T2 - A year-long experimental study
AU - Yang, Ya Ting C.
AU - Wu, Wan Chi I.
N1 - Funding Information:
The funding for this research was provided by the National Science Council of Taiwan , under grant NSC 95-2520-S-006-002 and 99-2628-S-006-001-MY3 .
PY - 2012/9
Y1 - 2012/9
N2 - The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking.; 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).; 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.; 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.; ability to think critically, factors which are important in preparing students for an ever-changing 21st century.
AB - The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking.; 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).; 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.; 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.; ability to think critically, factors which are important in preparing students for an ever-changing 21st century.
UR - http://www.scopus.com/inward/record.url?scp=84862812999&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84862812999&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2011.12.012
DO - 10.1016/j.compedu.2011.12.012
M3 - Article
AN - SCOPUS:84862812999
SN - 0360-1315
VL - 59
SP - 339
EP - 352
JO - Computers and Education
JF - Computers and Education
IS - 2
ER -