The Impact of Digital Storytelling and of Thinking Styles on Elementary School Students’ Creative Thinking, Learning Motivation, and Academic Achievement

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Wu, W.C. & Yang, Y.T. (2008). The Impact of Digital Storytelling and of Thinking Styles on Elementary School Students’ Creative Thinking, Learning Motivation, and Academic Achievement. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 975-981). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27303.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Wan-Chi Wu, Ya-Ting Yang, National Cheng Kung University, Taiwan

Abstract

The main purpose of this ongoing study is to explore the impact of Digital Storytelling (DS) and of thinking styles on the creative thinking (CT), learning motivation, and academic achievement of elementary students. The study will use a quasi-experiment design with 105 6th grade students in three classes. The independent variables are the thinking styles-internal and external, and instructional strategies with three levels-information technology integrated learning, DS with individual work, and DS with teamwork. The dependent variables are students' CT, learning motivation, and academic achievement. The method, participants, instruments, and data analyses of this project are described. The results of this study will help teachers to design their curricula with DS in the instruction so that students can be active and self-directed learners.

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