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Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the lea...
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Context 1
... storytelling provides a systematic procedure that helps educators to design effective instructional activities based on learning objectives. The following figure (Figure 1) illustrates four phases of storytelling along with the sublevels and activities of each phase. ...
Context 3
... be in line with references [25,26], as shown in Figure 1, digital storytelling composed of four main phases, namely (a) preproduction (b) production (c) postproduction, and (d) distribution. Preproduction phase consists of five particular steps viz. ...
Context 4
... elements can be classified in two main phases, namely the writing phase (1-4) and the construction phase (5-7), as illustrated in Figure 2, below. To be in line with references [25,26], as shown in Figure 1, digital storytelling composed of four main phases, namely (a) preproduction (b) production (c) postproduction, and (d) distribution. Preproduction phase consists of five particular steps viz. ...
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... Before the co-assessment meeting, students could view the learning as many times as they wanted. Poignantly, they could also decide not to watch the instructional videos because some students said they were uncomfortable with the idea of being on an instructional video (Moradi & Chen, 2019;Nursyahrina et al., 2021). Unfortunately, the incompatibility of some students' electronic devices made it difficult for them to access the recordings. ...
The use of technology in the classroom has revolutionized the teaching process by giving educators more freedom and opportunities to differentiate instruction. The purpose of this research is to critically assess a variety of technological approaches that were particularly chosen for their compatibility with and ability to improve on existing assessment for learning practices. The underlying viewpoints are that (a) summative and formative evaluations are both important learning opportunities, and (b) utilizing technology can improve learning throughout evaluation and feedback processes. The research method uses Systematic Literature Review (SLR). A literature search was conducted through academic databases, such as PubMed, ERIC, and Google Scholar. The benefits and downsides of employing technology are evaluated using research from a research study through literature. It is said that the usage of various forms of technology can aid in the facilitation of efficient assessment for learning and feedback in higher education by adopting a flexible strategy and taking tiny incremental steps. In a supportive learning environment, where a staff-student approach can be particularly helpful, trust between students and staff can help innovative methods succeed.
... Pada hasil penelitian lain ditemukan bawasannya cerita digital dapat meningkatkan aktifitas serta motivasi belajar siswa (Aljaraideh, 2020). Cerita digital (digital storytelling) memiliki banyak keuntungan, salah satunya menyediakan metode pengajaran yang kreatif, lebih banyak variasi dibandingkan pendekatan tradisional, mempersonalisasi pengalaman belajar, menciptakan situasi kehidupan nyata dengan cara yang sederhana dan signifikan, dan melibatkan peserta didik dalam proses pembelajaran (Moradi & Chen, 2019). Implikasi penelitian ini diharapkan melalui media cerita digital dapat meningkatkan keterampilan menulis narasi peserta didik menjadi lebih baik. ...
Latar belakang penelitian ini yaitu kurangnya kemampuan siswa dalam menulis dan kurangnya guru menggunakan media dalam materi karangan narasi. Tujuan penelitian ini untuk menganalisis pengaruh media cerita digital terhadap keterampilan menulis karangan narasi siswa kelas IV SDN Sentul . Metode penelitian yang digunakan pada penelitian ini yaitu metode kuantitatif dengan desain one group pretest-posttest design. Teknik pengumpulan data penelitian berupa tes dan dokumentasi, subjek penelitian yang digunakan yaitu 20 siswa kelas IV SDN Sentul. Proses penilaian penelitian memakai rubrik keterampilan menulis karangan narasi yang memuat isi gagasan, organisasi isi karangan, struktur tata bahasa, diksi, ejaan serta tanda baca. Dari hasil penelitian diperoleh nilai signifikan (2-Tailed) bernilai 0,000 dari hasil one sampel T-test yang mana nilai Sig 0,000 < 0,05 maka H0 ditolak dan untuk Ha diterima. Dengan begitu dapat disimpulkan media cerita digital berpengaruh terhadap keterampilan menulis karangan narasi siswa sekolah dasar. Dengan demikian cerita digital dapat digunakan sebagai metode alternatif dalam kelas menulis bagi guru yang mencari media diera digital.
... They must carefully select technologies based on their unique features and potential to enhance language learning. For instance, flipped classroom technology enables knowledge sharing and resources, supporting learners' independent exploration (Moradi & Chen, 2019). Other interactive technologies, such as mobile learning and gaming, can enhance online learning experiences, combining online and offline courses to enhance language learning efficiency (Selfa-Sastre et al., 2022). ...
With the enhancement of internet medium and development of science and technology, interactive technologies have gradually emerged in the field of language education. However, previous empirical studies and meta-analyses have focused on the impact of specific types of technologies. Therefore, this study aims to comprehensively synthesize the effect of overall interactive technologies on language education through meta-analysis. The results revealed that interactive technologies could exert a substantial influence on learning attitudes, self-efficacy, listening, reading, writing skills, vocabulary and grammar level, and overall learning outcomes. Additionally, numerous types of interactive technologies have demonstrated potential in language education, such as mobile apps, multimedia, technology-assisted tools, etc. In future research, educators should judiciously apply interactive technologies to different language educational processes according to their unique features, and researchers should expand their survey scope to ensure data validity.
... Parallel to technological advancements, the use of digital formats in conveying narratives has sparked a remarkable phenomenon in education (Davy Tsz Kit et al., 2022;Robin, 2008;Sadik, 2008). Past studies have demonstrated the effectiveness of digital storytelling in various contexts, especially language learning (Castillo-Cuesta et al., 2021; Mohammed Al-Amri, 2020; Moradi & Chen, 2019;Parsazadeh et al., 2021). This approach has Vol 12, Issue 4, (2023) E-ISSN: 2226-6348 proven to be effective in enhancing language learning performance from preschool to higher education levels (Sagri et al., 2018). ...
... This approach has Vol 12, Issue 4, (2023) E-ISSN: 2226-6348 proven to be effective in enhancing language learning performance from preschool to higher education levels (Sagri et al., 2018). The use of technology and multimedia in creating a story is seen as an approach with its own reputation in guiding language learning motivation (Mohammed Al-Amri, 2020; Moradi & Chen, 2019). The four main aspects of mastering the Malay language, namely listening, speaking, reading, and writing, are seen to have their own challenges, especially in writing (Chelliah & Othman, 2022;Nahar, 2020;Jamian, 2001). ...
... Meanwhile, in current practice, digital storytelling requires good writing skills to produce a coherent and meaningful story. Apart from storytelling techniques without dialogue or narration, script writing is one of the crucial steps during the story production process (Moradi & Chen, 2019;Robin, 2008;Sadik, 2008). Despite numerous studies measuring the effectiveness of digital storytelling in terms of understanding and communication, the focus on systematic writing skills during the creation of a digital story to assist students in learning the language is still fading (Moradi & Chen, 2019;Robin, 2008;Sadik, 2008). ...
This study explores the integration of digital storytelling and computational thinking in language learning, particularly addressing challenges faced by non-native Malay language learners, focusing on writing skills. While existing research highlights the effectiveness of digital storytelling, its application in non-English languages, like Malay, lacks systematic writing skill emphasis. Through an in-depth document analysis of the past research on digital storytelling and computational thinking in language learning, the study investigates the implementation of computational thinking in systematically constructing Malay sentences for digital storytelling, and development of a model combining computational thinking and scriptwriting for digital storytelling. This study contributes by introducing a method for systematically constructing sentences in Malay and proposing a model that integrates computational thinking into digital storytelling for structured scriptwriting. Emphasizing its potential to transform Malay language teaching, especially in private and vernacular schools, this model combines the proven efficacy of digital storytelling with computational thinking. Future research should focus on developing a specific curriculum for implementing the proposed writing model in effective language learning, particularly for non-native Malay language learners. Further investigations into the effectiveness of these approaches in language learning are essential for continuous improvement and widespread implementation.
... According to research, digital storytelling has been identified as a highly effective method in education (Chen and Chuang, 2021;Çetin, 2021;Dogan, 2007;Özkaya, 2022;Robin, 2008;Robin and McNeil, 2012;Sadik, 2008;Tabieh et al., 2021;Uygun, 2022). In the relevant literature, there are also studies indicating that the digital storytelling method improves students' language skills (Baki and Fevzioğlu, 2017;Çirai-Sarıca and Kocak-Usluel, 2016;Girmen and Kaya, 2019;Girmen, Ozkanal and Dayan, 2019;Moradi and Chen, 2019;Munajah, Sumantri and Yufiarti, 2022;Nassim, 2018;Ong and Aryadous, 2023;Ozkaya, 2020;Ozkaya and Coskun, 2019;Roza and Rustam, 2023;Tanrıkulu, 2020;Yang, Chen & Hung, 2020;Yilmaz and Ozden, 2022). Dogan (2022) also reports that students enjoy learning through digital stories. ...
... On the other hand, Kukul [42] highlighted that it is difficult for teachers to share knowledge with learners appropriately without digital storytelling. This lack of digital storytelling is uncomfortable for learners as it poses a problem for their way of learning [43]. At the same time, it is also problematic for educators to understand the tools that can be used effectively to enhance student learning in higher education [44]. ...
Digital storytelling has proven to be a pedagogy that can enhance learners’ motivation and multiple competencies. However, there is a lack of conceptual research on digital storytelling in higher education. This study aims to assess the trends of digital storytelling in higher education through bibliometric analysis. The PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) procedure was used to extract data from the Scopus and Web of Science databases. A thorough review was conducted to classify and rank the relevant literature on digital storytelling in higher education. The result shows that research on digital storytelling in higher education is increasing annually, but there are significant regional and disciplinary gaps at the higher education level. The main findings of this study are helpful for practitioners and researchers to understand better the current state of research on digital storytelling in higher education and to provide directions for future research.
... However, there is a gap in knowledge on how digital storytelling processes and activities can specifically promote these essential thinking skills and how they can be incorporated into teaching. Even though there are various versions of digital storytelling activities, they are found to be implemented in standard stages, as illustrated by [43] see Figure 1. Nevertheless, the existing digital storytelling process, as described by several digital storytelling scholars, does not pinpoint the exact thinking skill involved in each activity [2] [4] [5] [45][46][47]. ...
... The reviewed result in Table 1 will be discussed in terms of the three stages in creating digital storytelling, namely, 1) pre-production, 2) production, and 3) post-production, as illustrated by [43]. [49] Project-based / [50] Hands-on / [51] Completing Instructional material / [5] Challenging assignment / [52], [53] Creating a story based on an experiment / / [54] Historical story content / 6 [55] Digital story poetry / [56] Group story creation / [57] Creating a story plot & sequencing / [36], [58] Collaborative project / / [59] Writing a story / [60] Writing a scenario / [61], [62] Script writing / [8] Using storyboard & brainstorming sheet / [63] Plotting stories in a graphic storyboard / [64] Using the phrase relationship / Production [65] Drawing / [66] Using technology in writing / [67] Using a web-based platform / [68] Taking pictures with cameras / [69] Collaborative video / [70] Making of a video / [71] Creating the video essay / [72], [73] Multimedia integration / [74] Creating educational content videos / [75] Using video editing software / [76] Editing digital story videos / [77] Added visual-based technologies / [35] Embedding stories with animation / [78] Build stories using tools / [12] Using a story map / [79] Telling a story verbally / [80] Voiceover audio recording / Post [81], [82] Watching digital storytelling videos / [83] Presentations / [84] Questioning / ...
This study aims to identify activities in digital storytelling that promote three types of thinking skills: associative, visual, and divergent, in science classrooms. To achieve this research purpose, a systematic review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The final reviewing process has led to a total of 41 selected articles that were retrieved from six electronic databases: Web of Science, Scopus, ScienceDirect, EBSCOhost, Semantic Scholar, and Google Scholar. These articles were published from 2004 until 2022. Through qualitative data analysis, the results revealed 36 digital storytelling activities that can be implemented in science classrooms to promote students' thinking skills. It can also be concluded from the findings that, for optimal results, the implementation of digital storytelling should incorporate a combination of activities and adopt a collaborative approach to support all three types of thinking skills. Overall, this study highlights the activities of digital storytelling that can develop students' thinking skills and enhance their science learning understanding.
... También se ha estudiado cómo los materiales digitales pueden ser incluidos en actividades de reflexión metalingüística y metadiscursiva contextualizada (Magadán 2013;Cantamutto, 2015;Godoy, 2022b) y cómo se pueden establecer vínculos entre las clases y los consumos culturales de los estudiantes (López Corral, 2020;Torrego González, 2021). Por último, otros autores han evaluado la posibilidad de producir géneros digitales emergentes, como los fanfictions (Guerrero-Pico, 2019; Roozen, 2009), los booktubings (Tomasena, 2019) o booktrailers (Arias & González, 2018), la narración digital de historias (digital storytelling) (Moradi & Chen, 2019;Medina, 2020) y los podcasts (Loja-Gutama, García-Herrera, Erazo-Álvarez & Erazo-Álvarez, 2020). ...
Fecha de recepción: 16-01-2023 Fecha de aceptación y versión final: 16-05-2023 Resumen En este artículo se investiga cómo las actividades con tecnologías digitales en las clases de Lengua y Literatura de nivel secundario contribuyen con la combinación de saberes vernáculos y escolares dentro del cotidiano de las aulas. A partir de los datos recogidos durante un trabajo de campo con perspectiva etnográfica en clases de Lengua y Literatura de un segundo año de nivel secundario, se seleccionan escenas con eventos letrados en las que se estudian cómo se relacionan las literacidades escolares y las digitales y vernáculas en las prácticas de lectura, escritura, oralidad y reflexión metalingüística que desarrollan los estudiantes en la escuela. A partir del análisis se concluye que las actividades con tecnologías digitales pueden ser enriquecedoras para la integración de los saberes escolares y vernáculos, pero esto depende de las propuestas didácticas y cómo estas promuevan la creatividad y la reflexión crítica, para que los estudiantes puedan integrar, productivamente, recursos variados y de diferentes esferas en la resolución de las actividades. Palabras clave: multiliteracidades-tecnología-prácticas letradas-educación. Abstract This article investigates how activities with digital technologies in Language and Literature classes at secondary level contribute to the integration of vernacular and scholarly knowledge within the daily life of the classroom. From the data collected during a fieldwork with an ethnographic perspective in Language and Literature classes of a second year of secondary school, scenes of literacy events are selected to study how school and vernacular digital literacies are related in the practices of reading, writing, orality and metalinguistic reflection developed by students in the classrooms. From the analysis, it is concluded that activities with digital technologies can be enriching for the integration of school and vernacular knowledge, but this depends on the type of slogan and how it promotes creativity and critical reflection, so that students can productively integrate varied resources from different spheres in the resolution of the activities.
... In recent years, DSs have begun to feature more prominently in second language classrooms (Oskoz & Elola, 2016). Studies have reported a number of benefits in terms of vocabulary acquisition (Tsou et al., 2006), oral expression (Castañeda, 2013;Lee, 2014b), pronunciation (Lee, 2014a;Pascual Lence, 2013), listening skills (Verdugo & Alonso Belmonte, 2007), academic writing (Oskoz & Elola, 2014, Porto & Alonso Belmonte, 2014, general writing skills, creativity (Liu et al., 2018) and critical thinking (Yang & Wu, 2012), grammatical accuracy (Lee, 2014b;Pascual Lence, 2013;Reyes Torres et al, 2012), student-centred, collaborative learning (Vinogradova et al., 2011), motivation (Huang et al., 2017;Liu et al., 2018), communicative capabilities (Moradi & Chen, 2019) and digital storytelling in community/heritage language classrooms (Anderson et al., 2018). ...
This case study is based on a digital storytelling project conducted with first year Biotechnology with French students at National University of Ireland, Galway. Working in small groups, the students created digital stories in French based on forensic cases in which DNA profiling was used. The study was conducted while they were learning about DNA forensics in their mainstream programme. This study provides a practical example of how Digital Storytelling (DST) can be integrated as a teaching and learning tool into the Language for Specific Purposes (LSP) classroom within a higher education context. It highlights the potential of DST to develop students’ language skills within this specialised context and facilitate the acquisition of the transferable skills needed to communicate effectively in an increasingly globalised society.
... También se ha estudiado cómo los materiales digitales pueden ser incluidos en actividades de reflexión metalingüística y metadiscursiva contextualizada (Magadán 2013;Cantamutto, 2015;Godoy, 2022b) y cómo se pueden establecer vínculos entre las clases y los consumos culturales de los estudiantes (López Corral, 2020;Torrego González, 2021). Por último, otros autores han evaluado la posibilidad de producir géneros digitales emergentes, como los fanfictions (Guerrero-Pico, 2019; Roozen, 2009), los booktubings (Tomasena, 2019) o booktrailers (Arias & González, 2018), la narración digital de historias (digital storytelling) (Moradi & Chen, 2019;Medina, 2020) y los podcasts (Loja-Gutama, García-Herrera, Erazo-Álvarez & Erazo-Álvarez, 2020). ...
En este artículo se investiga cómo las actividades con tecnologías digitales en las clases de Lengua y Literatura de nivel secundario contribuyen con la combinación de saberes vernáculos y escolares dentro del cotidiano de las aulas. A partir de los datos recogidos durante un trabajo de campo con perspectiva etnográfica en clases de Lengua y Literatura de un segundo año de nivel secundario, se seleccionan escenas con eventos letrados en las que se estudian cómo se relacionan las literacidades escolares y las digitales y vernáculas en las prácticas de lectura, escritura, oralidad y reflexión metalingüística que desarrollan los estudiantes en la escuela. A partir del análisis se concluye que las actividades con tecnologías digitales pueden ser enriquecedoras para la integración de los saberes escolares y vernáculos, pero esto depende de las propuestas didácticas y cómo estas promuevan la creatividad y la reflexión crítica, para que los estudiantes puedan integrar, productivamente, recursos variados y de diferentes esferas en la resolución de las actividades.
