October 2012 Volume 15 Number 4 - Educational Technology ...

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Table 4. Post test results of science learning achievement and analysis of covariance Variable Group N Mean S.D. Adjusted Mean Std. Error. F Post-test Experimental group 60 89.07 6.12 88.05 0.58 9.32 ** Control group 57 84.42 6.81 85.49 0.59 **p
When asked about the differences between the project-based learning conducted in this study and that which they had previously experienced, it was found that the students in the experimental group shared a consistent point of view, that is, they considered the project-based learning with digital storytelling as being a "more interesting way of learning". In all, 11 students considered that such a strategy made the lessons more interesting and made them prefer the classes. One of them mentioned that he did not favor project-based learning, but his interest increased after the strategy of digital storytelling was introduced; another student indicated that “I did not like the original way of instruction; however, after participating in the instructional activities, I started to enjoy the class with digital storytelling.” From the interview results, it is concluded that the project-based digital storytelling approach not only enhanced the students' learning achievement and problem-solving competence, but also improved their learning attitude and motivation. Such satisfactory results are due to the lead-in of the digital storytelling strategy in the project-based learning activity, which enabled the students to solve problems cooperatively in a more interesting manner. Discussion and Conclusions In this study, project-based digital storytelling was employed to develop a learning activity for an elementary school science course. Each group of students was asked to complete a digital storytelling project via taking pictures with digital cameras, developing the story based on the pictures taken, producing a film based on the pictures by adding subtitles and a background, and presenting the story. From the experimental results, it was found that this innovative approach improved the learning motivation, attitude, problem-solving capability and learning achievements of the students. Moreover, from the interviews, it was found that the students in the experimental group enjoyed the project-based learning activity and thought it helpful because of the digital storytelling aspect. The experimental results and the feedback from the students conform to what has been indicated by researchers, namely that project-based learning can engage learners in cooperating with their group members and help them improve their learning achievement (Johnson, Johnson, & Holubec, 1994; Krajcik, Czerniak, & Berger, 2003). On the other hand, the findings also conform to what has been reported in previous studies, that the lead-in of computer technologies can promote the learning interest of students (Hwang & Chang, 2011; Shih, Chuang, & Hwang, 2010) and hence help them become involved in the learning situation (Haigh & Hardy, 2010; Lowenthal, 2009; Lowenthal & Dunlap, 2010; Reitmaier, Bidwell, & Marsden, 2010; Stacey & Hardy, 2011). More importantly, as mentioned by Robin (2008), the students employed the digital storytelling software to organize the collected data based on the knowledge learned in the class in a more interesting and understandable way. Consequently, it is reasonable to owe the success of this project-based learning activity to the digital storytelling approach since it provides not only an interesting way for the students to present their findings, but also an opportunity for them to conduct active learning and organize their knowledge. The process of collecting, abstracting and organizing data has been recognized by researchers as being an effective way of engaging students in higher order thinking, which is helpful in fostering students' problem-solving competence (Chu, Hwang, & Tsai, 2010). Several studies concerning digital storytelling have also supported this viewpoint (Chung, 2006; Sadik, 2008). For example, Ring, Weaver and Jones (2008) conducted a learning activity that employed digital storytelling to help students organize their learning portfolios, and found that the students had actively made reflections and engaged in peer discussions. Although the present approach seems to be effective, there are some limitations in generalizing the findings of this study. First, the findings were from an experiment on an elementary school science course; therefore, it could be difficult to generalize the findings to other courses or subjects. Moreover, the digital story software adopted in this study guided the students to produce the movies using a step-by-step procedure; consequently, more experiments are needed to investigate the effectiveness of using other software with more flexible functions. In the future, it is expected that more experiments can be conducted to further evaluate the effectiveness of this approach in other courses. In addition, it would be interesting to investigate the learning performance of the students with different cognitive styles or learning styles. 376
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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service quality of IS functions. We
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the e-Portfolio system. Therefore,
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other colleges/universities to avoi
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Cho, C.-W., Yeh, T.-K., Cheng, S.-W
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them search for resources, they wer
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A user’s tags can be visible or i
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a month. Note that, since social ta
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(Fujimura et al., 2007). The aim of
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Rainie, L. (2007, January 31). 28%
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Moreover, teacher pedagogical belie
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However, Singer and Maher (2007) ex
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Data analysis After collecting data
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interpretations of effect size of c
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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