An Exploration of Digital Storytelling Creation and Media Production Skill Sets in First Year College Students

An Exploration of Digital Storytelling Creation and Media Production Skill Sets in First Year College Students

Scott Spicer, Charles Miller
Copyright: © 2014 |Pages: 13
DOI: 10.4018/ijcbpl.2014010104
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Abstract

Though recent advancements in media and computing technologies have fostered greater instructor adoption of student media assignments, few studies have examined the role these projects play in the development of student media production skill sets. This study surveyed 12 first year college students in a postsecondary education class, each responsible for producing a digital story project communicating issues related to water sustainability. Students responded to a self-efficacy survey questionnaire before and after the production process, rating their confidence on ability to perform specific required and optionally suggested production tasks related to media components in the assignment. A paired t-test was employed to compare student responses from the pre and post self-efficacy survey questionnaires. Results from this study indicate significant gains in student self-efficacy beliefs on media production tasks that were required, while response changes for the optional tasks were found to be not statistically significant. Findings from this study suggest that digital storytelling projects can be beneficial in the development of student media production skill sets. To optimize opportunities for this development, instructors are encouraged to consider specific required media components with relevant production tasks and skill sets when designing a digital storytelling assignment.
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Self-Efficacy Beliefs

The construct of self-efficacy posits that self-efficacy is at the foundation of human motivation and successful attainment, suggesting that the extent to which people feel they have personal agency of control to produce an outcome from their actions, will impact their motivation to persevere when faced with challenges (Bandura, 1997). Accordingly, those with higher self-efficacy tend to have higher motivation and goal attainment, while those with lower self-efficacy beliefs tend to have lower motivation and goal attainment (Bandura, 1993). Self-efficacy beliefs have been strongly correlated to performance across several domains, including academic outcomes (Multon, Brown, & Lent, 1991, Pajares & Johnson, 1996), cognitive strategies and self-regulating behavior (Pintrich & de Groot, 1990), academic motivation (Schunk, 1985), and group cooperation (Wang & Lin, 2006, Cheng, Lam & Chan, 2008).

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