Research Repository

The effectiveness of digital storytelling in the classrooms: a comprehensive study

Smeda, N, Dakich, E and Sharda, Nalin (2014) The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1 (1). ISSN 2196-7091

[img] Text
art%3A10.1186%2Fs40561-014-0006-3.pdf - Published Version
Available under License Creative Commons Attribution.

Download (860kB)

Abstract

In recent years the use of new technologies in educational systems has increased worldwide as digital cameras, personal computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. However, education systems still face many challenges: one of these challenges is how to enhance student engagement to provide better educational outcomes. It has become increasingly important to use innovative pedagogical models to engage learners. Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning. This research project aimed to create a constructivist learning environment with digital storytelling. The research investigated the pedagogical aspects of digital storytelling and the impact of digital storytelling on student learning when teachers and students use digital stories. A multi-site case study was conducted in one Australian school at primary and secondary levels. In selected classrooms, students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. In order to enhance the reliability and validity of the research, multiple methods of data collection and analysis were used. Data was collected with qualitative and quantitative methods. An evaluation rubric was used to collect quantitative data, while interviews and observation were used to collect qualitative data. Data collection was guided by a mixed methods research design in order to evaluate if and how digital storytelling enhances teaching and learning outcomes. The findings from this study suggest that digital storytelling is a powerful tool to integrate instructional messages with learning activities to create more engaging and exciting learning environments. It is a meaningful approach for creating a constructivist learning environment based on novel principles of teaching and learning. Thus, this approach has the potential to enhance student engagement and provide better educational outcomes for learners.

Item Type: Article
Uncontrolled Keywords: digital storytelling; e-Learning; multimedia; student engagement; student-centered learning; constructivist learning
Subjects: FOR Classification > 1302 Curriculum and Pedagogy
FOR Classification > 1303 Specialist Studies in Education
Faculty/School/Research Centre/Department > College of Science and Engineering
Depositing User: Symplectic Elements
Date Deposited: 07 Feb 2017 05:20
Last Modified: 15 Feb 2017 22:01
URI: http://vuir.vu.edu.au/id/eprint/32353
DOI: https://doi.org/10.1186/s40561-014-0006-3
ePrint Statistics: View download statistics for this item

Repository staff only

View Item View Item

Search Google Scholar