Version 1:
"Tom's Startup"
2023 Jan - Apr
​
This design focuses on the development of linear digital storytelling techniques to enhance educational outcomes. By assessing student effectiveness and analyzing interview responses, we have gained insights into the impact of narrative structures on learning. Our findings were published in the 2023 IEEE TALE conference, contributing to the field of educational technology.
Background
This project was developed for the course "Introduction to Coding and Computational Thinking," an elective module designed specifically for 30 MA students in Artificial Intelligence.
Here’s the background of the project:
-
Rationale: Employing digital storytelling-driven gamification.
-
Goal: To cultivate students' problem-solving skills in real-world scenarios, effectively applying the course's foundational concepts.
​
Here are the research questions:
RQ1: What are the effects of digital storytelling-enhanced scenario-based learning (SBL) and traditional SBL on students’ intrinsic motivation, behavioral engagement, and learning performance?
RQ2: How do students perceive their digital storytelling-enhanced and traditional scenario-based learning experience?
Design
In designing Tom's startup storytelling, the narrative integrates both Cohen's elements and three digital storytelling techniques to enhance student engagement:
​
Cohen's Story Elements:
-
Characters: Dynamic, relatable characters who face real-world challenges, i.e. wanting to create a start up project.
-
Setting: Vivid environments where the startup's story unfolds.
-
Plot: A compelling storyline, driven by the startup's development and challenges.
-
Moral: A clear lesson on perseverance and innovation, i.e. computational thinking is useful in daily life.
Digital Storytelling Techniques:
-
Point of View: Students adopt the first-person perspective, identifying as Tom to deeply engage with the story.
-
Dramatic Question: Introduces a pivotal query, "Will the startup company succeed?" to maintain suspense and interest.
-
Pacing: The story progresses in chapters, allowing for strategic reveals and pacing to optimize engagement.
Learner Experience Flow and Unlocking Scheme of Tom's Start-up. Click to View on Miro
Result
The intervention was assessed using various metrics, revealing significant impacts on student engagement and learning:
-
Intrinsic Motivation: Measured through the Intrinsic Motivation Inventory survey, students showed enhanced motivation.
-
Learning Performance: A pre-and post-test indicated noticeable improvement.
-
Behavioral Engagement: Analysis of Moodle log files demonstrated increased completion of tasks.
​
The student perceptions of the storytelling intervention were generally positive:
-
Engagement and Enjoyment: Most students enjoyed the digital storytelling format, with 17 expressing joy in their learning experience.
-
Identification with Characters: A significant number, 15 students, reported a strong connection with the fictional character, enhancing their engagement.
-
Practical Application: 10 students appreciated the relevance and application of knowledge to real-world scenarios, adding value to their learning.
-
Visual Engagement: The comic strip format was visually appealing to 9 students, which helped maintain their interest.
-
Challenges with Text: A smaller group, 5 students, experienced boredom due to extensive reading material, indicating areas for potential improvement in balancing text with interactive content.
​
Digital storytelling-enhanced scenario-based learning significantly boosts intrinsic motivation, learning performance, and sustained engagement in completing learning tasks compared to traditional settings. Students in the digital storytelling group appreciated the innovative approach, experiencing a profound sense of self-identification and connection with the story's characters, which enriched their learning experience.
Suggestions
For the next design phase, feedback indicates a need for more personalized and adaptive elements. The current linear design lacks options for student choice.