Hershey, Pennsylvania
New York, New YorkBeijing, China
The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion

The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion

Peter Gobel (Kyoto Sangyo University, Japan) and Makimi Kano (Kyoto Sangyo University, Japan)
Copyright: © 2017 |Pages: 18
DOI: 10.4018/978-1-5225-2492-2.ch016
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

This chapter describes a pair of studies investigating factors involved in task-based learning using digital storytelling. In Study 1, the stories were analyzed using the factors of topic, time, medium, and reported technological proficiency. Student attitudes towards the tasks were gauged using a questionnaire that measured perceived task cost and value, engagement with the task, and expectancy for success on future tasks. In Study 2, three mid-task planning conditions were introduced and a questionnaire was administered to see student attitudes towards various modes of mid-task planning. The results of Study 1 suggest that digital storytelling can be incorporated into EFL classes to reduce foreign language anxiety, to provide greater opportunities to use English, and to foster ICT skills. The results of Study 2 suggest that students favor a teacher-led planning condition, and that this planning condition had a positive effect on student attitudes towards the project (value and cost).
Chapter Preview
Top

Background Of The Present Studies

Regarding the educational framework of our studies, English as a foreign language (EFL) in Japan, a number of studies have been implemented. Susono (2011) instigated a digital storytelling project at a junior high school for second grade students, finding benefits of the project included a greater understanding of their peers, as well as significant ‘knowledge reformation’ while writing and rewriting the scripts. Enokida (2015) had students make digital stories about books they had read in an extensive reading assignment and suggested that the stories had a great effect on students’ understanding of the content and promoted awareness of story structure. Ono (2014) found that higher proficiency students in his study seemed to feel that their Project Based Learning (PBL) skills such as computer use, data collection, problem solving, discussion and presentation in the field of foreign language teaching, greatly improved after the project, while the lower proficiency students in the study felt that the main benefit of the project was a reduction in their foreign language anxiety.

Complete Chapter List

Search this Book:
Reset