The Impact of a Digital Storytelling Assignment on Students’ Perception of Learning Effectiveness Compared to a Storytelling Assignment
PROCEEDING
Naoko Kasami, J. F. Oberlin University, Japan
Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
The purpose of this study was to explore how a digital storytelling assignment affected students’ perception of learning effectiveness in comparison with a storytelling assignment. A course entitled ‘Information English’ was held for Japanese university students in the fall term of 2014. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of ICT and English. In this course, each student conducted a storytelling in front of classmates as a midterm assignment and created his or her own digital story and peer-reviewed the digital storytelling as a final assignment. The impact of the digital storytelling assignment on students’ perception of learning effectiveness was analyzed based on the results of questionnaires. The findings showed that when it came to the comparison with the storytelling assignment, many students perceived that the digital storytelling assignment enhanced learning effectiveness.
Citation
Kasami, N. (2016). The Impact of a Digital Storytelling Assignment on Students’ Perception of Learning Effectiveness Compared to a Storytelling Assignment. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 420-429). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/172752/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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