Digital storytelling: a meaningful technology-integrated approach for engaged student learning

784 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, positive): “Learning through storytelling may also increase interest and engagement with math and science by making these subjects appear more hands-on and relatable (Kelleher et al. 2007; Sadik 2008).”
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study (2012, methodology): “…advancements with developments in pedagogy, scholars have suggested that an ideal combination of technology-integrated learning and social constructivism is essential for attaining contemporary educational objectives (Koohang, Riley, Smith, & Schreurs, 2009; Neo & Neo, 2010; Sadik, 2008).”
Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment (2011, background): “A constructionist approach can encourage students “to learn in a social context and help them to develop an ability to readily create new knowledge, solve new problems and employ creativity and critical thinking” (Sadik, 2008, p. 488).”
A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement (2012, result): “Several studies concerning digital storytelling have also supported this viewpoint (Chung, 2006; Sadik, 2008).”