Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH
Deoksoon Kim (김덕순), Ho-Ryong Park (박호룡), Oksana Vorobel
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引用次数: 0

Abstract

This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories. Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection. The findings describe (1) participants and their learning experiences, (2) students’ representational and interpersonal constructs as used in their digital stories, and (3) their participation as teachers as well as learners. Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.
数字讲故事丰富中学生学习的多模式分析框架
本研究通过数字故事调查中学生的学习体验,应用多模式分析框架揭示数字故事中的模式。这项研究探讨了参与者如何参与教学活动,反思他们的学习经历,并通过数字故事表达他们的声音。采用定性案例研究方法,我们有目的地选择了美国北部一所城市学校的三名12岁女生。对数字故事和其他数据来源(访谈、课堂观察和反思期刊)的分析表明,这些学生既参与了教学,也参与了反思。研究结果描述了(1)参与者及其学习经历,(2)学生在数字故事中使用的表征和人际结构,以及(3)他们作为教师和学习者的参与。我们的多模式分析框架阐明了学生如何通过数字故事表达自己。我们的讨论重点是学生的学习、他们的身份发展、分析框架的有效性以及教学意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ECNU Review of Education
ECNU Review of Education Social Sciences-Education
CiteScore
4.90
自引率
0.00%
发文量
41
审稿时长
10 weeks
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