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The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation

The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation

Mustafa Saritepeci, Hasan Çakır
Copyright: © 2019 |Pages: 32
ISBN13: 9781522563617|ISBN10: 152256361X|EISBN13: 9781522563624
DOI: 10.4018/978-1-5225-6361-7.ch003
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MLA

Saritepeci, Mustafa, and Hasan Çakır. "The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation." Educational Technology and the New World of Persistent Learning, edited by Liston W. Bailey, IGI Global, 2019, pp. 24-55. https://doi.org/10.4018/978-1-5225-6361-7.ch003

APA

Saritepeci, M. & Çakır, H. (2019). The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation. In L. Bailey (Ed.), Educational Technology and the New World of Persistent Learning (pp. 24-55). IGI Global. https://doi.org/10.4018/978-1-5225-6361-7.ch003

Chicago

Saritepeci, Mustafa, and Hasan Çakır. "The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation." In Educational Technology and the New World of Persistent Learning, edited by Liston W. Bailey, 24-55. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6361-7.ch003

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Abstract

The aim of this chapter is to investigate the effect of digital storytelling activities used in the Social Studies course on student engagement and motivation. To this end, a quasi-experimental pattern with pre-test and post-test control group design was used in the study. A total of 119 students were included in the study. The motivation scale and the engagement scale were used for data collection in the 10 week implementation. According to the results of the study, the students who participated in digital storytelling activities were more active in the learning process, spent more effort, had increased communication and interaction with their teachers and friends, and spent more time for activities within the scope of the Social Studies course compared to the control group students. Additionally, the use of digital storytelling in the Social Studies course was found to be more effective compared to the regular course program in terms of improving motivation.

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