You are here:

The Impact of a Digital Storytelling Assignment on Students’ Motivation for Learning Compared to a Presentation Assignment
PROCEEDINGS

, J. F. Oberlin University, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to explore why a digital storytelling assignment affected non-English-major-students’ motivation for learning English in comparison with a presentation assignment. A course entitled ‘Information English’ was held for university students from a Faculty of Information and Communications in the spring of 2014. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of ICT and English. While students made a presentation in front of classmates as a midterm assignment, they created digital stories as a final assignment. The impact of the digital storytelling assignment on students’ motivation was analyzed based on Keller’s ARCS model compared to the presentation assignment. The findings showed that the digital storytelling assignment contributed to increased motivation to learn in all aspects of ARCS.

Citation

Kasami, N. (2014). The Impact of a Digital Storytelling Assignment on Students’ Motivation for Learning Compared to a Presentation Assignment. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 949-958). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from .

View References & Citations Map

References

  1. Abdel-Hack E.M. & Helwa HSAA (2014). Using digital storytelling and weblogs instruction to enhance EFL narrative writing and critical thinking skills among EFL majors at faculty of education. Educational Research Vol. 5(1) 8-41.
  2. Center for Digital Storytelling. (2010). Retrieved September 15, 2014, from http://www.storycenter.org
  3. Kasami, N. (2014). The Impacts of a Digital Storytelling Assignment on Non-English-Major-Students' Motivation for Learning English in a Japanese University. In M. Searson& M. Ochoa (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2014 (pp. 1111-1118). Chesapeake, VA: AACE.
  4. Keller, J.M. (1984).The use of the ARCS model of motivation in teacher training. In Trott, K.S.A.J. (ed.), Aspect of educational technology volume XVII: Staff development and career updating. London: Kogan Page.
  5. Keller, J.M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design (Chapter 16). In Jonassen D.H. (Ed.), Instructional designs for microcomputer courseware. NJ: Lawrence Erlbaum Associates.
  6. Keller, J.M. (2010). Motivational design for learning and performance: The ARCS model approach. NY: Springer.
  7. Kogo, C. & Suzuki, K. (2000). An analysis of the structure of course evaluation items based on ARCS motivation model (2). International Conference on Computers in Education/International Conference on Computer-Assisted Instruction 2000, AsiaPacific Chapter of ACCE, Taipei, 1577-1578.
  8. Plankis, B. & Hwang, S. (2010). Tapping student creativity and enthusiasm with digital storytelling in the K-12 science classroom: Guiding success stories and avoiding Hollywood. Society for Information Technology& Teacher Education International Conference, 2010, Association for the Advancement of Computing in Education, Chesapeake, VA. 2347-2354.
  9. Reinders, H. (2011). Digital Storytelling in the Foreign Language Classroom. Voices from the Classroom, Volume III Retrieved September 15, 2014, from ELTWorldOnline.com http://blog.nus.edu.sg/eltwo/2011/04/12/digital-storytelling-in-the-foreignlanguage-classroom/
  10. Robin, B. (2006). The educational uses of digital storytelling. Society for Information Technology& Teacher Education International Conference, 2006, Association for the Advancement of Computing in Education, Chesapeake, VA. 709-716.
  11. Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228.
  12. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
  13. Suzuki, K., Nishibuchi, A., Yamamoto, M. & Keller, J.M. (2004). Development and evaluation of Website to check instructional design based on the ARCS Motivation Model. Journal of the Japanese Society for Information and Systems in Education, 2(1), 63-69.
  14. Yu, C. & Robin, B. (2010). An action research: When digital storytelling meets forensic science education in an online learning environment. Society for Information Technology& Teacher Education International Conference, 2010, Association for the Advancement of Computing in Education, Chesapeake, VA. 1234-1239.
  15. Xu, Y., Park, H., & Baek, Y. (2011). A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self efficacy in a Virtual Learning Environment. Educational Technology& Society, 14 (4), 181–191.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.