scholarly journals Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process

2017 ◽  
Vol 5 (10) ◽  
pp. 137 ◽  
Author(s):  
İlknur Özpinar ◽  
Semirhan Gökçe ◽  
Arzu Aydoğan Yenmez
Keyword(s):  
Academic Achievement ◽  
Learning Environments ◽  
Classroom Environment ◽  
Digital Storytelling ◽  
Daily Life ◽  
Learning Experience ◽  
Real Life ◽  
Control Group ◽  
Student Opinions ◽  
Digital Stories

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students’ academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.

scholarly journals THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)

2020 ◽  
Vol 2 (1) ◽  
pp. 18-43
Author(s):  
Mina Nurliana ◽  
Bambang Sudaryana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Experience ◽  
Learning Experiences ◽  
Control Group ◽  
Vocational High School ◽  
Learning Methods ◽  
Group 10 ◽  
The Impact ◽  
Experimental Group

The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.

scholarly journals Finding their Place in the World: Using Digital Storytelling to Understand the Intersections Between Students Technology Use and their Work, Life, Play and Learning

2019 ◽  
pp. 499-508
Author(s):  
Peter Bryant
Keyword(s):  
Social Media ◽  
Technology Use ◽  
Business School ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Work Life ◽  
The World ◽  
Digital Stories ◽  
Methodological Approaches ◽  
The University

Understanding how and with your students participate in learning and how technology and social media supports that learning is a key challenge for modern higher education institutions. Learning practices intersect personal, professional and educational lives in complex, inter-connected and personally defined and managed ways. Drawing on the analysis of digital stories told by 100 students at the University of Sydney Business School, this paper will explore the unique methodological approaches of digital storytelling and student-led research to understanding how technology shapes and intersects the learning experience. It will also identify how students use technology (and especially extended forms of social media) to forms connections between their work, life, play and learning.

scholarly journals NON-ATTENDANCE FACTORS – CAN E-LEARNING BE CONSIDERED A DISINCENTIVE?

2020 ◽  
Vol 76 (2) ◽  
pp. 177-186
Author(s):  
Бартош Марцінковський ◽  
Мойра Керролл-Майер ◽  
Малгожата А. Плотка
Keyword(s):  
Learning Environments ◽  
Learning Experience ◽  
Real Life ◽  
Virtual Learning Environments ◽  
Teaching Staff ◽  
Theoretical Knowledge ◽  
Teaching Process ◽  
Learning Capabilities ◽  
Negative Effect ◽  
E Learning

E-learning has become a widely accepted phenomenon that offers plethora of advantages to pupils, students as well as teaching staff. It is successfully utilized in academia and professional environments both in pure and blended forms. A number of studies focus on successful implementations of virtual learning environments and courses as well as investigate the challenges that the teams responsible for carrying out such implementations may come across and handle. E-learning capabilities that have been delivered successfully might potentially have a negative effect on the overall teaching process. It is students’ non-attendance in classroom-based activities that is one of the possible issues related to the wide application of e-learning. Within this contribution, authors discuss the issue of non-attendance and support it with preliminary results of a survey carried out within higher education entities. Non-attendance factors that were identified during workshops are subsequently verified in the course of a questionnaire survey. The survey involved 91 students with extensive e-learning experience, recruited from three separate educational entities, two of which represented private sector, and one – public sector. The forms were distributed and the responses were collected electronically via Google Forms service. The contribution sheds some light on the mechanics behind students’ non-attendance and its root causes – which include, but are not limited to, other commitments, absentia driven by the intensity of the teaching process as well as logistical and financial challenges. The results of the study prove that e-learning – owing to its confirmed viability as an alternative to the real-life educational activities – has an attendance-threatening potential. It primarily affects theoretical knowledge transfer in this respect, yet it tends to remain neutral regarding the attendance in strictly practice-oriented components of technical courses.

scholarly journals Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 180 ◽  
Author(s):  
Elif Aktas ◽  
Serap Uzuner Yurt
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
T Test ◽  
University Education ◽  
Control Group ◽  
Research Approach ◽  
Learning Material ◽  
Study Results ◽  
Digital Stories ◽  
Experimental Group

The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented in Recep Tayyip Erdoğan University Education Faculty Turkish Education Department. Participants included 61 students, 31 in experimental group and 30 in control group. To analyse the quantitative data; descriptive statistics, Student's t test and Paired sample t test were used. In analysis of qualitative data collected through semi-structured interviews, content analysis was performed. Study results showed that digital stories have a positive effect on the academic achievement, motivation and retention in the experimental group. In addition, the students in the experimental group were found to report a positive opinion on the application of digital stories. 

scholarly journals EVALUATING THE EFFECTS OF A BOARD GAME IN COGNITION IN LEARNING SHIPPING MANAGEMENT FOR HIGHER EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 180-210
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Hoe Tan Wee ◽  
Amri Yusoff
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Performance Comparison ◽  
Control Group ◽  
Board Game ◽  
Control Group Design

This study proposes the use of board games for teaching and learning shipping management in higher education and examines its effects on cognition. It employs a game-based learning approach to engage students with real-life experience in shipping management so that students are able to experiment with the causes and effects of their decisions based on the theory they have learned. An instance of a shipping management game was developed from the board game framework which stands on the discreet event simulation of a realistic shipping process and activity. A quasi-experimental research design was adopted to measure the effectiveness of the board game in giving students some understanding of shipping operations. Data were gathered from a sample of 67 undergraduate students, using a non-equivalent control group design. Students who received the game-based method performed better in the post-test assessment. A performance comparison indicated that there was a difference in students’ achievement for the tramp services and liner services contents. The use of board game aims to expose students to the best learning experience when they immerse themselves in solving problems and making decisions in the game. Moreover, the board game provides a transparent learning space, which encourages students to make knowledge discovery at their own pace in a non-threatening environment.

scholarly journals The effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics

2018 ◽  
Vol 8 (2) ◽  
pp. 229-252 ◽  
Author(s):  
Paşa Yalçın ◽  
Sema Altun Yalçın ◽  
Muhammed Said Akar ◽  
Meryem Özturan Sağırlı
Keyword(s):  
Experimental Design ◽  
Science Teaching ◽  
Learning Environments ◽  
Test Pattern ◽  
Daily Life ◽  
Real Life ◽  
Fourth Class ◽  
Life Problems ◽  
Post Test ◽  
Faculty Of Education

Students’ associating their knowledge with daily life demonstrates great significance in terms of understanding the importance of topics they learn in school as well as knowing where and how they are used in their daily life. In this context, teachers who will reflect these relationships in learning environments must have sufficient knowledge and experience. In this research, it was aimed to investigate the effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics. The sample consisted of totally 30 fourth class students who were at the department of Science Teaching in the Faculty of Education. In the research, astronomy and electrical learning topics were chosen and activities based on real life problems in these were applied. The data gathered were based on the effects of these activities. The research was conducted following an experimental design and data were collected applying the pre-post test pattern. The data were collected through open-ended questionnaires related to the use of learning topics in daily life. As a result, it was found that the levels of associating the learning topics with daily life were nearly doubled in the field of electrical and astronomy learning topics.

scholarly journals A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 169-182
Author(s):  
Elma Marais
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Teacher Educator ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Stories ◽  
Learning Competencies

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience.   This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.

scholarly journals Programming Language Training With the Flipped Classroom Model

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110214
Author(s):  
Ata Taşpolat ◽  
Fezile Özdamli ◽  
Emrah Soykan
Keyword(s):  
Academic Achievement ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Control Group ◽  
Data Set ◽  
Teacher Student ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students’ academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher–student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student–teacher interaction, especially outside the classroom.

A Systematic Design Model for Gamified Learning Environments

2019 ◽  
pp. 30-56 ◽  
Author(s):  
Tugce Aldemir ◽  
Amine Hatun Ataş ◽  
Berkan Celik
Keyword(s):  
Learning Environments ◽  
Systematic Approach ◽  
Learning Experience ◽  
Real Life ◽  
Formative Research ◽  
Design Model ◽  
Document Collections ◽  
Gamified Learning ◽  
Game Elements ◽  
Academic Year

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

A Systematic Design Model for Gamified Learning Environments

2022 ◽  
pp. 214-234
Author(s):  
Tugce Aldemir ◽  
Amine Hatun Ataş ◽  
Berkan Celik
Keyword(s):  
Learning Environments ◽  
Systematic Approach ◽  
Learning Experience ◽  
Real Life ◽  
Formative Research ◽  
Design Model ◽  
Document Collections ◽  
Gamified Learning ◽  
Game Elements ◽  
Academic Year

This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences.

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