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EJ966980 - Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

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ERIC #:	EJ966980
Title:	Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study
Authors:	Yang, Ya-Ting C.; Wu, Wan-Chi I.
Descriptors:	Experimental Groups; Quasiexperimental Design; Academic Achievement; Predictor Variables; Learning Motivation; Course Content; Multivariate Analysis; Critical Thinking; Content Analysis; Story Telling; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Grade 10; Lecture Method; Technology Integration; Computer Assisted Instruction; Educational Technology; Instructional Design; Comparative Analysis; Interviews; Pretests Posttests; Instructional Effectiveness; Educational Strategies; Qualitative Research; Questionnaires
Source:	Computers & Education, v59 n2 p339-352 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-09-00
Pages:	14
Pub Types:	Journal Articles; Reports - Research
Abstract:	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. (Contains 15 tables and 3 figures.)
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0360-1315
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Grade 10; High Schools; Secondary Education
Direct Link:	http://dx.doi.org/10.1016/j.compedu.2011.12.012

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