Interdisciplinary Digital Storytelling with Animation: Design Students’ Knowledge Acquisition and Project Accomplishment

Abstract

This study explored design students’ experiences with digital storytelling with STEM content through a 3D animation project. Forty-six university design students participated in this study. A survey was administered at the end of the class to reveal the art students’ viewpoints on STEM knowledge acquisition and sense of accomplishment in digital storytelling of STEM. The results showed that the students regarded the design project improved their STEM-related knowledge in the creation process. They also felt highly accomplished after the digital storytelling with the animation project. Low-performance students had a higher sense of accomplishment than students with medium or high-performance levels. The findings and educational implications are discussed.