The effectiveness of students’ retellings of and responses to digital stories as a post-viewing activity on their reading attitudes and narrative comprehension
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引用次数: 0
Abstract
This experimental study investigates the effects of retelling, reading response, and combined retelling and reading response activities that second-grade students participated in after watching digital stories on their reading attitudes and narrative comprehension levels. In this pre-test–post-test control group design, 140 students, composed of 35 students in each group, participated in the study in three different experimental groups (retelling, response, and retelling–response) and a control group. The digital stories created by pre-service teachers were used in the written and oral retelling and response activities, in which second graders participated in small groups of seven and watched the digital stories on large smart screens. The experimental period, including the pre-test and post-test, lasted nine weeks. The students watched nine digital stories. In the pre-and post-tests, the students’ total, recreational, and academic reading attitudes and narrative comprehension levels were assessed. The results showed that the narrative comprehension scores of all experimental groups increased significantly compared with those of the control group. In addition, when the pre-and post-test total reading attitude scores and narrative comprehension scores of the experimental groups and the control group were compared, statistically significant increases in the scores of all experimental groups demonstrated the effectiveness of the interventions. This study contributes to the literature by showing that digital stories created by pre-service teachers improved second-grade students’ reading attitudes and narrative comprehension levels when used in the retelling, response, and retelling–response groups.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.