The Effectiveness of Integrating Digital Storytelling in Education to support students achievement, motivation, and 21st century skills.

1. Halah Alismail
CURR 5090
Dr. Mark Malone
THE EFFECTIVENESS OF INTEGRATING DIGITAL
STORYTELLING IN EDUCATION

2. SAMPLE DST

3. INTRODUCTION:
• Digital storytelling (DST) supports students’ abilities because students who
create their own digital stories improve different technological skills such
as working with text, still images, audio, music, and video (Robin, 2005).
• DST provides teachers a unique way to:
 Present new material
 Help students understand difficult information
 Support learning environment
 Enhance students’ motivation
 Develop 21st century skills ( collaboration skills, problem solving, and
critical thinking)
Q: How does digital storytelling effect students’ learning achievement,
motivation, and 21st century skills?

4. DST EFFECTS ON STUDENTS’ ACHIEVEMENT:
Yang and Wu (2012)
• Purpose: Examined the implications of using digital storytelling
(DST) on the achievement of ELL high school students in Taiwan
• Participants: 110 students from two 10th grade classes; control group
(56 students), experimental group (54 students)
• Analysis: English Achievement Test (EAT) and General English
Proficiency Test (GEPT)
• Result: Significant difference between groups F(1, 107) = 41.43, p <
.01, partial η2.28
• Strengths: Used comparison & experimental group design
• Limitations: Sample size; Test standardized on small sample

5. DST EFFECTS ON STUDENTS’ ACHIEVEMENT:
Tatum (2009)
• Purpose: Examined the effects of participation in a Directed Reading
Activity (DRA) incorporating multimedia tools to measure students’
achievement
• Participants: 80 sixth grade students from a private school, divided
randomly into control and experimental groups
• Analysis: Pretest and posttest cloze assessments
• Result: No significant differences in students’ achievement F(1, 78)
= .047, p = .829
• Strengths: Preparation of teacher
• Limitations: Length of study and lack of variety in the DST software
programs / future research should include a visual component; over a
longer period; variety of texts and software

6. DST EFFECTS ON STUDENTS’ MOTIVATION:
Wu, Yen, and Marek (2011)
• Purpose: Investigated the impact of integrating technology on building
students’ motivation.
• Participants: 227 EFL college majors and non-majors in Taiwan
(videoconferencing)
• Analysis: Questionnaire, Exploratory Factor Analysis, Structural Equation
Modeling, and t-test
• Result: Higher motivation
• Strengths: Using 3 advanced statistical tools
• Limitations: Applied only videoconferencing; no variety in multimedia

7. DST EFFECTS ON STUDENTS’ MOTIVATION:
Cox (2008)
• Purpose: Examined the effectiveness of using digital learning on
students’ motivational attitude
• Participants: Graduate leadership students at the University of
Memphis
• Analysis: Survey; Kolb’s Learning Style Inventory (LSI); ANOVA
• Result: No demonstration of gains pretest to posttest in attitudes
toward technology F(3, 98) = 1.88, p = .139
• Strengths: Integrating digital tools as a function of students’ learning
style
• Limitations: Number of participants not indicated; had similar
characteristics

8. DST EFFECTS ON STUDENTS’ SKILLS:
Yang and Wu (2012)
• Purpose: Investigated the impact of DST in developing critical
thinking
• Participants: 110 students from two 10th grade classes in Taiwan
• Analysis: (CTT-I), ANCOVA, and MANCOVA
• Result: Significant difference in critical thinking scores of
two groups
• Strengths: Used different measures to analyze; created sub-
studies (achievement, motivation and critical thinking)
• Limitations: Examined only one aspect of 21st century critical
thinking skills

9. DST EFFECTS ON STUDENTS’ SKILLS:
Thang and Mahmud (2013)
• Purpose: Examined students’ perceptions of the effectiveness of
digital storytelling in supporting their 21st century skills
• Participants: 201 university students from English Social Science in
Malaysia; (LP) and (HP) learners
• Analysis: Quantitative survey; ANOVA
• Result: Similar perceptions in both groups relative to 21st century
skills
• Strengths: Sample; different proficiency levels of EL development
• Limitations: Time-consuming; sample students’ abilities to apply
technology skills were limited

10. SUMMARY OF FINDINGS
Achievement • 5 out of 8 showed
significant impact on
student learning
• 3 out of 8 indicated no
statistical significant
difference
Motivation • 5 out of 7 found
integrating multimedia
significant in increasing
motivation
• 2 out of 7 found no
statistical significant
effect
21st century
skills
Five studies showed significance of integrating DST
in support of 21st century skills

11. CONCLUSION:
• First 2 areas clearly supported by multiple studies
• 21st century skills = less conclusive
• more studies needed
• Professional development for teachers
• The integration of digital storytelling in education have an impact on
students’ achievement, motivation, and skills.
Integrating technology + training = Positive results (learning,
motivation, and skills)

12. REFERENCES
Cox, T. (2008) Learning styles and students’ attitudes toward the use of technology in higher and
adult education courses. Institute of Learning Style Research Journal, 2(1), 1-13
Robin, B. (2005). Educational uses of digital storytelling. Main directory for the educational uses of
digital storytelling. Instructional technology Program. University of Huston.
Tatum, E. (2009). Digital storytelling as a cultural-historical activity: Effects on information text
comprehension (Doctoral dissertations)
Thang, S., & Mahmud, N. (2013) A case of equipping malaysian esl undergraduates with 21st
century skills via digital storytelling. Asia-Pacific Society for Computers in Education,
2(8), 1-8
Yang, Ya-Ting C., & Wu, Wan-Chi I. (2012) Digital storytelling for enhancing student academic
achievement, critical thinking, and learning motivation: A year-long experimental study.
Computers & Education, 59(2), 339-352. doi: 10.1016/j.compedu.2011.12.012
Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence,
motivation, and ability. Educational Technology & Society, 14 (3), 118–129