数字多模式讲故事:理解学习者感知

S. Chung
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引用次数: 0

摘要

本研究旨在了解多模态如何在内容课程中实施,以及学生如何感知多模态任务。作为内容课程的一部分,28名英语专业的学生参与了一项数字故事作业。问卷调查和反思性文章调查了学生对数字讲故事的看法,结果表明,学生们认为这项作业有助于他们参与到任务中,并感到有动力。与传统的写作任务相比,学生们认为数字讲故事更吸引人,更有动力,但他们觉得这项任务需要更多的脑力劳动,也会带来更多的焦虑。通过支持学生在学习过程中探索技术和实施多模式方面,数字化讲故事可以鼓励学生参与和自主学习,从而创造出有意义的、有目的的、令人愉快的作品。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital Multimodal Storytelling: Understanding Learner Perceptions
The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.
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