TY - JOUR
T1 - Exploring the Use of Interactive Digital Storytelling Video
T2 - Promoting Student Engagement and Learning in a University Hybrid Course
AU - Shelton, Catharyn C.
AU - Warren, Annie E.
AU - Archambault, Leanna M.
N1 - Publisher Copyright:
© 2016, Association for Educational Communications & Technology.
PY - 2016/9/1
Y1 - 2016/9/1
N2 - This study explores interactive digital storytelling in a university hybrid course. Digital stories leverage imagery and narrative-based content to explore concepts, while appealing to millennials. When digital storytelling is used as the main source of course content, tensions arise regarding how to engage and support student learning while holding them accountable for watching the video. We explore interactive video as a way to mitigate and engage with these issues. The context is a hybrid sustainability course for preservice teachers that used digital stories in a conventional format in which students could start, stop, and pause the video at will, as well as an interactive format with all the same features, plus programmed pauses for required understanding checks. A survey of students (n = 223) indicated they believed interactive digital stories supported engagement, scaffolded learning, and increased learning gains, but did not increase accountability. Evaluation of quiz performance indicated they recalled significantly more with interactive videos, compared to conventional videos. Implications for practice are discussed.
AB - This study explores interactive digital storytelling in a university hybrid course. Digital stories leverage imagery and narrative-based content to explore concepts, while appealing to millennials. When digital storytelling is used as the main source of course content, tensions arise regarding how to engage and support student learning while holding them accountable for watching the video. We explore interactive video as a way to mitigate and engage with these issues. The context is a hybrid sustainability course for preservice teachers that used digital stories in a conventional format in which students could start, stop, and pause the video at will, as well as an interactive format with all the same features, plus programmed pauses for required understanding checks. A survey of students (n = 223) indicated they believed interactive digital stories supported engagement, scaffolded learning, and increased learning gains, but did not increase accountability. Evaluation of quiz performance indicated they recalled significantly more with interactive videos, compared to conventional videos. Implications for practice are discussed.
KW - Digital storytelling
KW - Higher education
KW - Hybrid
KW - Interactive video
KW - Student engagement
KW - Sustainability education
UR - http://www.scopus.com/inward/record.url?scp=84982242939&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84982242939&partnerID=8YFLogxK
U2 - 10.1007/s11528-016-0082-z
DO - 10.1007/s11528-016-0082-z
M3 - Article
AN - SCOPUS:84982242939
SN - 8756-3894
VL - 60
SP - 465
EP - 474
JO - TechTrends
JF - TechTrends
IS - 5
ER -