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The Impact of Digital Storytelling and of Thinking Styles on Elementary School Students’ Creative Thinking, Learning Motivation, and Academic Achievement PROCEEDINGS

, , National Cheng Kung University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The main purpose of this ongoing study is to explore the impact of Digital Storytelling (DS) and of thinking styles on the creative thinking (CT), learning motivation, and academic achievement of elementary students. The study will use a quasi-experiment design with 105 6th grade students in three classes. The independent variables are the thinking styles-internal and external, and instructional strategies with three levels-information technology integrated learning, DS with individual work, and DS with teamwork. The dependent variables are students' CT, learning motivation, and academic achievement. The method, participants, instruments, and data analyses of this project are described. The results of this study will help teachers to design their curricula with DS in the instruction so that students can be active and self-directed learners.

Citation

Wu, W.C. & Yang, Y.T. (2008). The Impact of Digital Storytelling and of Thinking Styles on Elementary School Students’ Creative Thinking, Learning Motivation, and Academic Achievement. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 975-981). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2017 from .

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