Effects of Writing for Digital Storytelling on Writing Self-Efficacy and Flow in Virtual Worlds

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Xu, Y. & Ahn, J. (2010). Effects of Writing for Digital Storytelling on Writing Self-Efficacy and Flow in Virtual Worlds. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2118-2125). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33675.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Yan Xu, Jooyeun Ahn, Korea National University of Education, Korea (South)

Abstract

A significant amount of research examines using video editing software such as Windows Movie Maker to create video clips. However, in this study, the researcher suggests performing digital storytelling in virtual worlds, and places more stress on the writing process. The purpose of this study is to examine the effects of writing for digital storytelling on writing self-efficacy and on flow in the virtual world of Second Life. The researcher organized an activity for undergraduate students creating digital stories. Participants were divided into two groups. One group created their digital stories in Second Life. The other group created their digital stories off-line. The two groups’ independent samples t-tests were employed to compare writing self-efficacy and flow. The results of the experiment demonstrate that digital storytelling in virtual worlds is more effective than digital storytelling off-line. The findings of this study suggest that the technique of digital storytelling can be used effectively in classroom settings as a way of teaching writing.

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