An Analysis of Digital Stories Prepared for Social Studies Course According to Reader-Response Theory

Year 2025, Volume: 9 Issue: 1, 61 - 80, 30.06.2025

Fitnat Gürgil , Şeymanur Erdağı

Abstract

The aim of this study is to reveal students' responses to two different digital stories created for fifth grade middle school students according to reader response theory. In this study, we used a case study design, one of the qualitative research approaches. For this purpose, 42 middle school students selected from a public school in Ankara by convenience sampling method constituted the study group. The data were collected in the fall semester of the 2024-2025 academic year. Content analysis method was used to analyze the data obtained in the study. It was determined that middle school fifth grade students gave 'Audience-Centered Answers' to the first digital story at a rate of 75% and to the second digital story at a rate of 77%. The findings of the study showed that fifth grade students were able to give Audience-Centered written responses, to interact personally with digital stories, to want to participate in the events in the story, and to make connections between their own experiences and the story. Similar studies can be conducted not only with middle school students but also with appropriate digital story samples at preschool, primary, and secondary levels. In this way, how students' responses to digital stories are shaped in different age groups can be examined more comprehensively. In future research, students' responses to different types of digital stories can also be investigated.

Keywords

social studies , digital story , reader , text , reader-response theory

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