The Effect of Digital Stories on Fifth-Grade Students’ Motivation

Year 2018, Issue: 13, 65 - 78, 25.01.2018

Tuğba Turan Burcu Sezginsoy Şeker

Abstract

Social studies
is a discipline which includes mainly the subjects related to abstract
concepts. Digital stories have an important role in materialising abstract
thinking. Storytelling, story listening, story reading improve creative
thinking and story provides permanent learning when combined with education.
Digital storytelling is a method that can be used to develop students’ skills
appropriate to the age we live in, to arouse their perceptions, to encourage
them, and to increase their motivation to learn. Presenting the effect size of
using digital stories on training individuals in the digital age on motivation
will reveal the importance and requirement of using digital stories appropriate
to the current age. The purpose of this study is to examine the effect of using
digital stories while lecturing about subjects in the “Realizing Dreams” unit
of the Social Studies course on students’ motivation. The study group includes
72 fifth-grade students in two different classes of Makbule Suleyman Alkan
Secondary School, located in Izmir. In this study, an experimental model was
used. Also, Turkish version (Kutu & Sözbilir, 2011) of the ARCS motivation
survey developed by Keller (1987)
was
used to measure the motivation.  As a
result of the research, a significant difference was found in support of the
experimental group which digital stories were used in terms of general
motivations and sub-dimensions (attention-compliance and trust-satisfaction).
In this context, it can be said that the student group in which digital stories
are used as material is more motivated in terms of general motivation and
sub-dimensions than the student group in which the videos in Eba are used as
material.

Keywords

digital story, social science teaching, motivation, ARCS motivation survey

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