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 October 20, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References