Effects of Creating Three Kinds of Digital Storytellings on Student Attitude

Isao Miyaji 
(Department of Information Science, Okayama University of Science, Japan)

Abstract: This paper reports on the results of evaluation and modification activities related to digital storytelling creation by students in a university. Creating storytelling enables students to heighten skills for their computer utilization, to deepen their self-understanding, and to develop skills for problem-solving. Students first write a script for autobiographical stories and then convert them to slide presentations. After viewing the storytelling slide shows together and performing peer reviews, the students modify their own work. Through this exercise, which was repeated for three storytelling themes, students experienced to raise skills for their computer utilization, to enhance self-understanding, and to bring up skills for problem-solving, as shown by significantly high average rating scale values. Second, activities that are significantly useful for improving attitude related to ability were confirmed. Third, for all three themes, students realized that both their own work and the work of their peers improved because of the exercise.

Key words: storytelling, slide-show storyboards, evaluation activity, peer assessment, self-undrestanding