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The preferred situational context scenario type for drama based learning experience in digital theater.
PROCEEDING

, , , , , Department of Computer Science and Information Engineering, National Central University, Taiwan

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research proposed a drama-based learning approach called Mini-Play which is based on Digital Interactive Learning Theater (DILT) system to help elementary school students to perform dramatically and improve their English as a foreign language (EFL) proficiency and investigate students’ perception and effect of having digital costumes and props and in other hand, what is the most preferred performing contextual situational scenario when they perform a dramatic act. Three classes of grade five that includes 91 students were participated and the results of the two experiments indicated that, significant difference of using digital costumes and props are interesting, funny and supportive to increase learning interest and storytelling and fantasy contextual scenario indicates significance difference between everyday life contextual situational scenario and statistical evidence was stated the stereotype, everyday life contexts are invalid or unsuitable and storytelling and fantasy contextual scenarios were preferred among students when studying using drama-based teaching/learning method.

Citation

Liyanawatta, M.U., Liu, Y.f., Liu, Y.T., Chen, Y.H. & Chen, G.d. (2018). The preferred situational context scenario type for drama based learning experience in digital theater. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 875-885). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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