Digital Storytelling in Economics Subjects and its Effectiveness on Student Learning Outcomes by Gender and Different Economic Knowledge
DOI:
https://doi.org/10.7160/eriesj.2023.160305Keywords:
Business academy, Digital storytelling, Economics, Education, Standard teaching, Student achievementAbstract
Digital storytelling (DST) is one of the alternative teaching methods and previous research shows its positive impact on students’ motivation and learning outcomes, especially in humanities subjects. In vocational subjects such as economics, the effectiveness of this method is questionable. 856 respondents aged 15 to 19 from six business academies in the Czech Republic took part in the testing, which focused on the effectiveness of digital storytelling in economics. This paper presents other possible factors that may have influenced students' performance in the post-test. A comparison of the results from the pre-tests and post-tests of the experimental and control groups showed that the students from the experimental group reached higher mean values in the post-test than the students from the control group. It was also found that in the group that used digital storytelling, the year of study and the initial knowledge of the students assessed in the pre-test influenced the mean post-test scores. On the other hand, the factor of students' gender was not demonstrated. At the end of the testing, a questionnaire survey was conducted to investigate students' views on digital storytelling and their preferences for teaching methods.
References
Afrilyasanti, R. and Basthomy, Y. (2011) ‘Digital storytelling: A case study on the teaching of speaking to Indonesian EFL students. Language in India: Strength for Today’, Language in India, Vol. 11, No. 2, pp. 81–91.
Anderson, J. and Macleroy, V. (ed.) (2016) Multilingual digital storytelling: engaging creatively and critically with literacy, London: Routledge. https://doi.org/10.4324/9781315758220
Andrasik, L. (2023) ‘FEI STU Bratislava Experience with Digital Story-Telling in Social Sciences Education’, 7th International Symposium of Hungarian Researchers on Computational Intelligence, Magyar Kutatók, pp. 369–381.
Balaman, S. (2018) ‘Digital storytelling: A multimodal narrative writing genre’, Journal of Language and Linguistic Studies, Vol. 14, No. 3, pp. 202–212.
Belland, R. B. (2017) Instructional scaffolding in STEM education: strategies and efficacy evidence, Cham: Springer Open.
Chan, B. S. K., Churchill, D. and Chiu, T. K. F. (2017) ‘Digital Literacy Learning In Higher Education Through Digital Storytelling Approach’, Journal of International Education Research (JIER), Vol. 13, No. 1, pp. 1–16. https://doi.org/10.19030/jier.v13i1.9907
Dolan, G. (2017) Stories for work: The essential guide to business storytelling, Milton: John Wiley & Sons.
Frazel, M. (2010) Digital storytelling guide for educators, Eugene, Or.: International Society for Technology in Education.
Gerstner, S. and Bogner, F. X. (2009) ‘Concept map structure, gender and teaching methods: an investigation of students’ science learning’, Educational Research, Vol. 51, No. 4, pp. 425–438. https://doi.org/10.1080/00131880903354758
Goldingay, S., Epstein, S. and Taylor, D. (2018) ‘Simulating social work practice online with digital storytelling: challenges and opportunities’, Social Work Education, Vol. 37, No. 6, pp. 790–803. https://doi.org/10.1080/02615479.2018.1481203
Hafner, C. A. and Miller, L. (2011) ‘Fostering Learner Autonomy in English for Science: A collaborative digital video project in a technological learning environment’, Language Learning & Technology, Vol. 15, No. 3, pp. 68–86. https://doi.org/10125/44263
Heathfield, D. (2014) Storytelling with our students: techniques for telling tales from around the world, Peaslake: Ernst Klett Sprachen.
Huang, Y. Y., Liu, C. C., Wang, Y., Tsai, C. C. and Lin, H. M. (2017) ‘Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences’, Journal of Educational Technology & Society, Vol. 20, No. 3, pp. 95–109. https://doi.org/10.30191/ETS.201707_20(3).0008
Hung, C. M., Hwang, G. J. and Huang, I. (2012) ‘A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement’, Journal of Educational Technology & Society, Vol. 15, No. 4, pp. 368–378.
Jonassen, D. H. (2003) ‘Designing Research-Based Instruction for Story Problems’, Educational Psychology Review, Vol. 15, pp. 267–296. https://doi.org/10.1023/A:1024648217919
Kirchherr, J. and Piscicelli, L. (2019) ‘Towards an Education for the Circular Economy (ECE): Five Teaching Principles and a Case Study’, Resources, Conservation and Recycling, Vol. 150, 104406. https://doi.org/10.1016/j.resconrec.2019.104406
Lestari, D. A., Siswandari, S. and Indrawati, C. D. S. (2019) ‘The Development of Digital Storytelling Website Based Media for Economic Learning in Senior High School’, International Journal of Active Learning, Vol. 4, No. 1, pp. 10–17.
Lin, L. K., Thang, S. M., Jaafar, N. M. and Zabidi, N. A. (2013) ‘Digital storytelling as a project in EAP course: Insights from Malaysian undergraduates’, Journal of Institutional Research in South East Asia, Vol. 11, No. 2, pp. 48–67.
Liu, C.-C., Wu, L. Y., Chen, Z.-M., Tsai, C.-C. and Lin, H.-M. (2014) ‘The effect of story grammars on creative self-efficacy and digital storytelling’, Journal of Computer Assisted Learning, Vol. 30, No. 5, pp. 450–464. https://doi.org/10.1111/jcal.12059
Liu, C.-C., Yang, C.-Y. and Chao, P.-Y. (2019) ‘A longitudinal analysis of student participation in a digital collaborative storytelling activity’, Educational Technology Research and Development, Vol. 67, No. 4, pp. 907–929. https://doi.org/10.1007/s11423-019-09666-3
Liu, M.-C., Huang, Y.-M. and Xu, Y.-H. (2018) ‘Effects of individual versus group work on learner autonomy and emotion in digital storytelling’, Educational Technology Research and Development, Vol. 66, No. 4, pp. 1009–1028. https://doi.org/10.1007/s11423-018-9601-2
Mares, P., Rabusic, L. and Soukup, P. (2015) Analýza sociálněvědních dat (nejen) v SPSS, Vol. 1, Brno: Masaryk University.
Mengu, S., Aslan, P. and Unlu, D. G. (ed.) (2017) Storytelling in all Aspects, Frankfurt am Main: Peter Lang. https://doi.org/10.3726/978-3-653-07220-4
Mergendoller, J. R., Maxwell, N. L. and Bellisimo, Y. (2006) ‘The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics’, Interdisciplinary Journal of Problem-Based Learning, Vol. 1, No. 2. Pp. 49–69. https://doi.org/10.7771/1541-5015.1026
Miller, C. H. (2014) Digital storytelling: a creator’s guide to interactive entertainment (Third edition), New York: Focal Press, Taylor & Francis Group.
Minhova, J. (2012) Mezilidská komunikace jako prostředek osobnostního a sociálního rozvoje, 1st edition, Hradec Kralove: Gaudeamus.
Ni̇emi̇, H., Ni̇u, S., Vi̇vi̇tsou, M. and Li̇, B. (2018) ‘Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland’, Contemporary Educational Technology, Vol. 9, No. 4, pp. 331–353. https://doi.org/10.30935/cet.470999
Nunvarova, J., Poulova, P., Prazak, P. and Klimova, B. (2023) ‘Effectiveness of Digital Storytelling in Teaching Economics’, Education Sciences, Vol. 13, No. 5, 504. https://doi.org/10.3390/educsci13050504
Nwagbo, C. (2006) ‘Effects of two teaching methods on the achievement in and attitude to biology of students of different levels of scientific literacy’, International Journal of Educational Research, Vol. 45, No. 3, pp. 216–229. https://doi.org/10.1016/j.ijer.2006.11.004
Oludipe, D. I. (2012) ‘Gender Difference in Nigerian Junior Secondary Students’ Academic Achievement in Basic Science’, Journal of Educational and Social Research, Vol. 2, No. 1, pp. 93–99. https://doi.org/10.5901/jesr.2012.02.01.93
Papadopoulou, S. and Vlachos, K. (2014) ‘Using digital storytelling to develop foundational and new literacies’, Research Papers in Language Teaching and Learning, Vol. 5, No. 1, pp. 235–258.
Phillips, A. (2012) A creator’s guide to transmedia storytelling: how to captivate and engage audiences across multiple platforms, New York: McGraw-Hill.
Pratten, R. (2015) Getting started with transmedia storytelling: a practical guide for beginners, 2nd edition, North Charleston: CreateSpace Independent Publishing Platform.
Ramsden, A. and Hollingsworth, S. (2013) The Storyteller’s Way: Sourcebook for inspired storytelling, Stroud: Hawthorn Press.
Robin, B. R. (2009) ‘Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom’, Theory Into Practice, Vol. 47, No. 3, pp. 220–228. https://doi.org/10.1080/00405840802153916
Sanchez-Lopez, I., Perez-Rodriguez, A. and Fandos-Igado, M. (2020) ‘The explosion of digital storytelling. Creator’s perspective and creative processes on new narrative forms’, Heliyon, Vol. 6, No. 9, pp. e04809. https://doi.org/10.1016/j.heliyon.2020.e04809
Schiro, M. S. (2004) Oral Storytelling and Teaching Mathematics, Thousand Oaks, USA: SAGE.
Sheafer, V. (2017) ‘Using Digital Storytelling to Teach Psychology: A Preliminary Investigation’, Psychology Learning & Teaching, Vol. 16, No. 1, pp. 133–143. https://doi.org/10.1177/1475725716685537
Stocchetti, M. (2016) Storytelling and Education in the Digital Age: Experiences and Criticisms., Berlin: Peter Lang.
Tsou, W., Wang, W. and Tzeng, Y. (2006) ‘Applying a multimedia storytelling website in foreign language learning’, Computers & Education, Vol. 47, No. 1, pp. 17–28. https://doi.org/10.1016/j.compedu.2004.08.013
Wetzel, J. N., Potter, W. J. and O Toole, D. M. (1982) ‘The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study’, The Journal of Economic Education, Vol. 13, No. 1, pp. 33–39. https://doi.org/10.1080/00220485.1982.10844984
Wu, J. and Chen, D.-T. V. (2020) ‘A systematic review of educational digital storytelling’, Computers & Education, Vol. 147, 103786. https://doi.org/10.1016/j.compedu.2019.103786
Yang, Y.-T. C. and Wu, W.-C. I. (2012) ‘Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study’, Computers & Education, Vol. 59, No. 2, pp. 339–352. https://doi.org/10.1016/j.compedu.2011.12.012
Yuksel, P., Robin, B. and McNeil, S. (2021) ‘Educational Uses of Digital Storytelling all around the World’, Proceedings of SITE 2011, Nashville, Tennessee, USA, pp. 1264–1271.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jana Nunvarova, Petra Poulova, Pavel Prazak
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.
