دانلود رایگان مقاله اثر داستان سرایی دیجیتال بر روی حافظه بصری و مهارت نوشتن

Abstract

The aim of this study is to determine the effect of digital storytelling on the visual memory capacity and writing skills of students. A total of 59 s grade primary school students participated in the current study. The randomized pretest - posttest control group design was used in the study. Students in the experimental groups completed the process through digital storytelling. The research was conducted over 13 weeks. The “Benton Visual Retention Test” and “Composition (Written Narrative) Evaluation Scale” were applied as pretest and posttest. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. As a result, the findings showed a significant improvement in terms of the visual memory capacity and writing skills of students in both experimental and control groups, and the average gain scores were higher in the experimental group. Findings further demonstrated that digital storytelling created a significant difference in the writing skills of students. However, no statistically significant difference was observed between groups although the gain score averages of the experimental group students were higher in terms of visual memory capacity.

5. Conclusion

During the writing-based DST process, individuals play an active role, whereby their memories are affected. Guided by this premise, this study looked at the effect of DST on second grade students' VMC and WSs. In terms of VMC:
There was an increase in both the experimental group and the control group after the implementation process.
When the results of the experimental and the control groups were compared, no statistically significant difference was observed to the advantage of the experimental group. However, while the difference was not statistically significant, the difference between the results of the control group and the experimental group show that the experimental students' visual memory capacity to a greater degree. The results of this study advance the argument that DST is effective on the development of cognitive structures, which were originally believed to develop over a long period of time. Therefore, the study reveals the contribution of DST on the development of visual memory, which has a positive impact on the preservation and the recalling of information and skills acquired during the learning process. In terms of WSs:
here was an improvement in both the experimental group and the control group after the implementation process.
It was found that there was a statistically significant difference in the WSs of the experimental group students in comparison to WSs in the control group.