October 2011 Volume 14 Number 4 - Educational Technology ...

More documents

Recommendations

Info

e explained as the contribution of challenge-skill balance, 54% as the contribution of merging of action and awareness, 43% as the contribution of clear goals, 66% as the contribution of unambiguous feedback, 7% as the contribution of total concentration, 23% as the contribution of sense of control, 66% as the contribution of loss of self-consciousness, 50% as the contribution of time transformation, 14% as the contribution of autotelic experience. The main factors contributing to digital storytelling in virtual worlds are challenge-skill balance, unambiguous feedback, and loss of self-consciousness. The virtual environment like Second Life can provide players balanced challenge and skill. This makes players motivated and engaged in the activity of digital storytelling. In virtual worlds, students can see their stories intuitively, in the whole process of creating digital stories. Thus, they can find problems in their stories, and make revisions more easily. This can be considered as a kind of intrinsic feedback. Learners are represented as avatars, and who participated in the digital storytelling activity is also the avatar. Avatar is the agents of students. Therefore, when students are totally involved in the activity in the virtual world, they can’t even be conscious of themselves. All three elements are an important factor that leads to flow, in the activity of digital storytelling in virtual worlds. Conclusion and Suggestions Change increasingly defines the nature of storytelling in an information age. Storytelling is rapidly and continuously changing as new technologies for information and communication emerge and users craft new methods for employing these technologies. Moreover, these new technologies for information and communication permit the exchange of even newer technologies and visions for their use. This speeds up the already rapid pace of change in the forms and functions in virtual worlds, increasing the complexity of the challenges we face as we consider how to prepare students for their virtual reality environment. Meaningful technological integration is defined as curricula utilizing authentic tasks that intentionally and actively help learners to construct their own meanings from thinking about experiences (Jonassen et al., 1999).Digital stories are a form of communication and as they are created, students apply critical thinking skills while selecting the appropriate media to convey the story’s message to the audience. It provides the student with a learning environment to apply communication skills, work collaboratively, and think critically while addressing content and technology standards. The purpose of this study was to examine the effects of writing for digital storytelling on writing self-efficacy and on flow in a virtual learning environment such as Second Life. Through statistical analysis, we can conclude that digital storytelling in Second Life is more effective than digital storytelling off-line. Writing self-efficacy and flow can be improved through actively engaging in writing for digital storytelling in a virtual-reality learning environment similar to Second Life. The findings of this study have implications for teachers of writing. Digital storytelling can be used in classroom settings as a means of teaching writing. In the virtual world, students can visit virtual places using the teleporting function, without any constraint of time and space. It can stimulate their imaginations and encourage more creative writing. Then they can visualize the stories they imagine, by creating objects and changing the forms of those objects, thereby realistically enacting their stories. Through the visualization, they can see the structure of the whole story clearly. It will help them to identify and correct mistakes they have made, to construct a solid logical structure, and to rearrange their thinking in a logical way. As virtual reality technology has advanced, it has been widely touted as a major advance that can offer meaningful support for educational purposes. There are several ways in which VR technology is expected to facilitate learning. One of its unique capabilities is the ability to provide students with the opportunity to learn in open-ended learning environments and to interact in ways that distance, time, or safety factors make unavailable. The type of activities supported by this capability allows for the prospect that students will be better able to master, retain, and share new knowledge as they actively engage in constructing knowledge in virtual learning environments. Jakes and Brennan (2005) propose that, in the future, digital storytelling can be a potent learning experience that encompasses much of what society hopes that students will know and be able to perform in the future classroom. 189
References Armstrong, S. (2003). The power of storytelling in education. In Armstrong, S. (Ed.), Snapshots! Educational insights from the Thornburg Center (pp. 11-20). The Thornburg Center: Lake Barrington, Illinois. Baek, Y. K. (2005). Understanding and Utilization of Edutainment. Seoul: Jung-il. Ballast, K., Stephens, L.,& Radcliffe, R. (2008). The Effects of Digital Storytelling on Sixth Grade Students' Writing and Their Attitudes about Writing. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 875-879). Chesapeake, VA: AACE. Banaszewski, T. (2005). Digital storytelling, supporting digital literacy in grades 4-12. A thesis presented to the academic Faculty, Georgia Institute of Technology. Retrieved August 3, 2009, from http://hdl.handle.net/1853/6966. Barrett, H. (2006). Convergence of student-centered learning strategies. Technology and Teacher Education Annual, 1, 647-654. Chung, S. K. (2006). Digital Storytelling in Integrated Arts Education. The International Journal of Arts Education, 4(1), 33-50. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row. Digital Storytelling Association (2002). The center for digital storytelling. Retrieved 18 February, 2009, from http://www.dsaweb.org. Dickey, M.D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67-83. Foster, A. L. (2007). Professor avatar. Chronicle of Higher Education, 54(4), 24-26. Gakhar, S., & Thompson, A. (2007). Digital Storytelling: Engaging, Communicating, and Collaborating. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 607-612). Chesapeake, VA: AACE. Gregori-Signes, C. (2008). Integrating the Old and the New: Digital Storytelling in the EFL Language Classroom. GRETA Journal, 16(1), 43-49. Han, H. W. (2007). Theory and Practice of Digital Storytelling. The society of Korean Language and Culture, 32, 27-43. Ibanez, J., Aylett, R., & Ruiz-Rodarte, R. (2003). Storytelling in virtual environments from a virtual guide perspective. Virtual Reality, 7(1), 30-42. Jackson, S. A., & Eklund, R. C. (2004). The flow scales manual. Morgantown, WV: Fitness Information Technology. Jakes, D. S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. Retrieved February 8, 2010, from http://www.jakesonline.org/dstory_ice.pdf. Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall. Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers.ACM Computing Surveys (CSUR), 37(2), 83-137. Lee, I. H. (2005). Korean Style Digital Storytelling. Seoul: Sallim Knowledge. Kang, S. H., Ko, U., Bae, J. Y., Lee, I. H., Lee, J. Y., Jun, K. R., Jun, B. K., & Han, H. W. (2003).Digital Storytelling. Seoul: Golden Bough. Mayo, M. (2004). A multi-player educational game for story writing. Paper presented at the Australia Workshop on Interactive Entertainment, 13 February, Sydney. McDrury, J., & Alterio, M. (2003).Learning through storytelling in higher education. Sterling, VA: Kogan Page. Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education & the Arts, 2(1). Retrieved March 19, 2009, from http://ijea.org. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366-381. Park, H. S., & Baek, Y. K. (2009). Empirical evidence and practical cases for using virtual world in educational context. In H. Yang & S. Yuen (Eds.), Collective intelligence and e-learning2.0: Implications of web-based communities and networking (pp. 227-246). Hershey, PA: IGI Global. 190
Page 1 and 2:
October 2011 Volume 14 Number 4
Page 3 and 4:
Supporting Organizations Centre for
Page 5 and 6:
Time-Quality Tradeoff of Waiting St
Page 7 and 8:
Ibáñez, M. B., García, J. J., Ga
Page 9 and 10:
Situated learning. It states that k
Page 11 and 12:
executed in the client, the server
Page 13 and 14:
The participants were twelve non-na
Page 15 and 16:
Huang, H. M., Rauch, U., & Liaw, S.
Page 17 and 18:
Theoretical background Feedback, is
Page 19 and 20:
There are already a number of tools
Page 21 and 22:
output used were blogs, written by
Page 23 and 24:
Question Table 2: Perceived Relevan
Page 25 and 26:
Black, P., & Wiliam, D. (2009). Dev
Page 27 and 28:
detection, and analysis of affectiv
Page 29 and 30:
experience is a suitable method of
Page 31 and 32:
Collins, 1998). The appraisal theor
Page 33 and 34:
encompasses the finer shades of an
Page 35 and 36:
and can also track faces with glass
Page 37 and 38:
Acknowledgements This research was
Page 39 and 40:
Merill, D. C., Reiser, B. J., Traft
Page 41 and 42:
to the above-discussed issues of th
Page 43 and 44:
The annotation part of the SDM onto
Page 45 and 46:
that enables the office users to ac
Page 47 and 48:
Figure 4. Semantic document browser
Page 49 and 50:
to the group’s shared semantic do
Page 51 and 52:
participants performed less mouse c
Page 53 and 54:
Bastili, V.R., Gianluigi, C., & Rom
Page 55 and 56:
esource contribution, enabling conv
Page 57 and 58:
Semantic Search In contrast to the
Page 59 and 60:
Participation: P i i i NiVadd Vde
Page 61 and 62:
and comment on each page as well. T
Page 63 and 64:
Table 1. Questionnaire results (N=2
Page 65 and 66:
propose for him, as well as calenda
Page 67 and 68:
Discussion and Conclusion Collabora
Page 69 and 70:
Sampson, D. G., & Zervas, P. (2011)
Page 71 and 72:
Obtaining: the first step of the li
Page 73 and 74:
process (Palmer & Richardson, 2004)
Page 75 and 76:
and ratings (the use of star rating
Page 77 and 78:
(K1) is the number of non-reusable
Page 79 and 80:
Case 3: The process of reusing a se
Page 81 and 82:
Washizaki, H., Yamamoto, Y. & Fukaz
Page 83 and 84:
to examine determinants for pre-ser
Page 85 and 86:
Overview of the model The first res
Page 87 and 88:
significance of relationships. All
Page 89 and 90:
Discussion This study represents a
Page 91 and 92:
Davis, F., Bagozzi, R., & Warshaw,
Page 93 and 94:
Ko, C.-C., Chiang, C.-H., Lin, Y.-L
Page 95 and 96:
Interestingly, the Universal Design
Page 97 and 98:
Figure 1. Framework of the TriAcces
Page 99 and 100:
Experiment This experiment aimed to
Page 101 and 102:
Table 2. Descriptive statistics for
Page 103 and 104:
Foulds, R., & Camacho, C. (2003). T
Page 105 and 106:
answer. However, students can choos
Page 107 and 108:
Hartley & Collins-Brown, 1999; Morl
Page 109 and 110:
Subjects Figure 4. Partial misconce
Page 111 and 112:
correct for a four-option MC item i
Page 113 and 114:
from −3 to 3 for any four-option
Page 115 and 116:
Kansup, W. (1973). A comparison of
Page 117 and 118:
The theory of mental models explain
Page 119 and 120:
computer-mediated counter-arguments
Page 121 and 122:
Learning in this study refers to, w
Page 123 and 124:
the experiment process was anonymou
Page 125 and 126:
supported. However, significant dif
Page 127 and 128:
Cannon-Bowers, J. A., Salas, E., &
Page 129 and 130:
Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
Page 131 and 132:
Many researchers have conducted emp
Page 133 and 134:
Trialability Some studies have empi
Page 135 and 136:
Results Instrument validation Two c
Page 137 and 138:
In this study, Amos 6.0 was employe
Page 139 and 140:
Our results strongly supported the
Page 141 and 142:
Fornell, C., & Larcker, D. F. (1981
Page 143 and 144: Kimmerle, J., Moskaliuk, J., & Cres
Page 145 and 146: What becomes clear from this short
Page 147 and 148: Figure 1. Distribution of informati
Page 149 and 150: Results In order to test the hypoth
Page 151 and 152: esults of the present study with th
Page 153 and 154: Kolbitsch, J., & Maurer, H. (2006).
Page 155 and 156: A conceptual framework of this stud
Page 157 and 158: eveal positive effects on students
Page 159 and 160: learning resources; and able to acc
Page 161 and 162: Discussion This study suggests that
Page 163 and 164: 146). Also, role of constructivist
Page 165 and 166: eform strategy, namely, the MOE-Int
Page 167 and 168: McNaughton, S. (2002). Meeting of m
Page 169 and 170: Wu, T.-T., Sung, T.-W., Huang, Y.-M
Page 171 and 172: Ubiquitous English-Reading Learning
Page 173 and 174: include the number of times and ran
Page 175 and 176: initial value for the predetermined
Page 177 and 178: The following Eq. (18) expresses th
Page 179 and 180: Limitations This experiment adopted
Page 181 and 182: Table 3 shows the analysis of the p
Page 183 and 184: enhance learning outcomes, it impor
Page 185 and 186: Ogata, H., & Yano, Y. (2004a). Cont
Page 187 and 188: Communication seems to be more effe
Page 189 and 190: the audience only listened, one whe
Page 191 and 192: Step 5) Writing the story On the ba
Page 193: As indicated in Table 2, the differ
Page 197 and 198: Goh, T.-T. (2011). Exploring Gender
Page 199 and 200: OPAC has been transformed into AirP
Page 201 and 202: Perceived Self-Efficacy Figure 3. H
Page 203 and 204: were asked to rate their confidence
Page 205 and 206: (2001). The correlation table begin
Page 207 and 208: Discussion and Implications Note. S
Page 209 and 210: will become important to identify i
Page 211 and 212: Parker, A. (2007). SMS - Its use in
Page 213 and 214: Find the perimeter of the rectangle
Page 215 and 216: Wait Time Management Issues related
Page 217 and 218: Precision Reduced_Precision ( T T0
Page 219 and 220: learning concept. If the Specialty
Page 221 and 222: Two criteria have been adopted to e
Page 223 and 224: Reduced Recall 0.07 0.06 0.05 0.04
Page 225 and 226: In this work, both recall-oriented
Page 227 and 228: Tsai, C.-C., Chuang, S.-C., Liang,
Page 229 and 230: confidence and self-belief in their
Page 231 and 232: Peng et al. (2006) To explore ISE &
Page 233 and 234: Torkzadeh, Chang, and Demirhan (200
Page 235 and 236: educational level, locus of control
Page 237 and 238: Internet-based learning self-effica
Page 239 and 240: Though Lee and Lee (2008) did not d
Page 241 and 242: Regarding the category of ISE resea
Page 243 and 244: Bandura, A. (1997). Self-efficacy:
Page 245 and 246:
Pintrich, P. R., & de Groot, E. V.
Page 247 and 248:
In formal learning, Safran, Helic,
Page 249 and 250:
that culture is essential when user
Page 251 and 252:
Table 3. Analysis of usage frequenc
Page 253 and 254:
7 1.16 137.73 0.25 0.29 0.25 Social
Page 255 and 256:
discussions freely. So Korean stude
Page 257 and 258:
Johnson, L., Levine, A., & Smith, R
Page 259 and 260:
Figure 1. The UE Faculty Web Portal
Page 261 and 262:
2006), and consistency (Sindhuja &
Page 263 and 264:
Independent Variables Dependent Var
Page 265 and 266:
Meanwhile, as shown in Table 4, Ava
Page 267 and 268:
design methods in the development o
Page 269 and 270:
Pearson, J. M., & Pearson, A. (2008
Page 271 and 272:
Clewley, N., Chen, S. Y., & Liu, X.
Page 273 and 274:
As shown in this Table, Holists wil
Page 275 and 276:
satisfaction or dissatisfaction wit
Page 277 and 278:
8 I would prefer to learn from huma
Page 279 and 280:
the examples need to be more practi
Page 281 and 282:
Brotherton, J. A,. & Abowd, G. D. (
Page 283 and 284:
Cobos, D. L. (2011). Book review: T
show all

October 2011 Volume 14 Number 4 - Educational Technology ...

Create successful ePaper yourself

Delete template?

Save as template?