Preliminary research insights for the Delphi survey on an interactive storybook

BJ
2023년 9월 18일
3분 분량

최종 수정일: 2023년 12월 13일

1. Invitation to participate in a Delphi survey

► Bridging Technology and Language Teaching: The Impact of Digital Storytelling

My name is BJ Park and I am a doctoral student at the Plymouth Institute of Education (PIoE). I would like to invite you to take part in a Delphi survey for my research project entitled "Bridging Technology and Language Education: The Impact of Digital Storytelling.

My research focuses on understanding how digital storytelling can enhance the language skills of Key Stage 3 students. It explores the potential of an interactive digital storybook as a new pedagogical tool and its practicality for curriculum integration. The anticipated findings from this study are expected to provide valuable insights for educators, policy makers and the wider educational research community.

As an expert in the field, your perspective is extremely valuable to this research. Your involvement would include participating in a Delphi survey, where your expert insights will help to further the understanding of the topic and advance the field.

The research methodology framework combines grounded theory, iterative design, evolutionary model and Delphi survey for in-depth analysis. The data collected will be securely stored and analysed.

Please note that your participation is completely voluntary and all information provided will remain confidential unless you choose to have your name published. If you agree to participate, you can withdraw at any time with no repercussions.

I appreciate your consideration and look forward to the possibility of your valuable contribution to my research. If you have any questions or require further information, please do not hesitate to contact me.

Thank you very much for your time. BJ Park

byung.park@students.plymouth.ac.uk

2. Navigating this research project through an immersive online poster

https://indd.adobe.com/view/09b8d994-527b-44d4-8565-5eb602d2301d

3. Questionnaire overview

► Exploring the potential of digital storytelling in education

Information and communication technologies are ubiquitous and offer numerous opportunities to enhance learning processes. This is particularly important at a time when promoting diversity in teaching and learning methods is an evolving challenge for schools. The role of media in the digital age is also growing, offering a wealth of educational opportunities that require a rethink of traditional teaching methods.

Furthermore, the rise of a participatory culture, exemplified by user-generated content, is changing the way education is delivered. In this technological context, students can express and share their ideas in a networked environment using content creation tools. This suggests that technology can facilitate an interactive teaching-learning process in the curriculum, between students and teachers.

This research project explores the potential of using digital storytelling tools in education, specifically to enhance the language skills of Key Stage 3 (KS3) students, typically aged 11-14, through interactive storybooks. Educational digital storytelling can combine technological possibilities with user experience and student-centred pedagogy. This questionnaire, part of a PhD research project in Educational Technology, focuses on a digital storytelling programme using interactive storybooks for KS3 students.

We believe that expert insights, such as yours, will be instrumental in building the basis for educational digital storytelling using media and technology. Your careful and thoughtful feedback will also be invaluable in defining the competency elements required to develop language skills for KS3 students in a digital environment.

4. Preliminary research _ 1: Identifying competencies for KS3 English Literature

► The following preliminary research has been conducted to help you to answer the first question. Specifically, it focuses on identifying competency elements for enhancing language skills in English literature classes for KS3 students in the UK excluding digital storytelling environment.

This study hopes that the following preliminary research will provide useful insights for your survey response.

Language Skills for English Literature in KS3 students

Traditional language skills	Description
Reading comprehension	Identifying the main idea and recognizing the structure and elements of a text (Guthrie et al., 2012, Pressley and Allington, 2014)
Writing skills	Employ appropriate grammar, vocabulary, expression, and sentence structure (Feak, 2012, Pressley and Allington, 2014)
Speaking and listening	Clear pronunciation and effective language proficiency (Bastow, 2021, Goh and Burns, 2012)
Vocabulary	Learn and use a diverse range of words in context (Graves, 2016, Beck et al., 2013)
Critical analysis	Analyse literature, understand themes, style, and social context (Brookhart, 2010, Comber and Nixon, 2013)
Research skills	Conduct appropriate search, evaluate sources, and summarise information (Bhattacherjee, 2012, Kuhlthau, 2001)
Creative writing	Engage imagination and use language effectively (Fletcher, 2017, Cremin et al., 2005)
Use of the literary devices	Understand and identify literary devices used in various literary works (Fry, 2006)
Understanding of literary genres	Understand different genres and their characteristics (Hammond, 2016, Hayn et al., 2016, Beach and Marshall, 1991)
Interpretation and analysis	Analyse and understand themes and messages (Hammond, 2016, Hayn et al., 2016)

► The URL below leads to an e-book version of a preliminary study, which contains the table on 'Language skills for English literature in KS3 students.' This e-book, created with InDesign, is accessible on any device. By clicking the URL, you can directly read the e-book in your web browser. https://pakbyung.wixsite.com/interactive-book/post/a-systematic-literature-review

Please refer to this resource for a more in-depth understanding of the provided table. Thank you for your participation in this research.

5. Preliminary research _ 2: Key competences for enhancing language skills in an EDS environment and their relationship to traditional competences

Key competences for enhancing language skills in an EDS environment and their relationship to traditional competences

Potential competencies	Alignment with traditional competencies	Sub-elements
Digital literacy	Digital literacy is directly related to the reading comprehension and research skills outlined in section 3 (Leu et al., 2013). For example, the ability to navigate and interact effectively with online resources can enhance a student's ability to understand complex literary genres and text structures (Coiro, 2003). This skill also enhances students' research skills, as digital literacy involves the retrieval and analysis of material from online resources (Bawden, 2001).	Uitilising online resources (Belshaw, 2011, Coiro, 2011, Lankshear and Knobel, 2006, Leu et al., 2011, Warschauer, 2004), Using digital tools (Kress, 2003, Rowsell and Pahl, 2015, Belshaw, 2011), Digital citizenship (Buckingham, 2013, Livingstone and Haddon, 2009, Kress, 2003)
Storytelling skills	Storytelling skillrelates to several of the skills listed in section 3, such as understanding literary devices, reading comprehension, creative writing and vocabulary acquisition (Zipes, 2012). A broad vocabulary enables students to articulate their narratives more effectively, thereby enhancing their storytelling skills (Beck, 2002). Understanding the structure of stories and narrative construction can not only help students to better understand different literary genres, but also aid vocabulary acquisition as students engage with various narrative techniques (Bruner, 1991). The use of literary devices in their digital storytelling is also linked to creative writing, as they can use such devices to enrich their own stories (Grainger, 2015).	Understanding narrative structure (Behmer, 2005, Aarseth, 1997, Rabinowitz, 1998, Watt, 2001), Using literary devices (Taylor et al., 2018, Robin, 2015, Langer and Flihan, 2000, Barry, 2020, Culler, 2011), Communicating ideas effectively (Alismail, 2015) (Ideas, 2011, Graff et al., 2014, Burnett and Merchant, 2011)
Critical thinking	Critical thinking can enhance the critical analysis and research skills outlined in section 3 (Paul & Elder, 2006). It can also enhance reading comprehension and writing skills (Durkin, 1978). Through critical thinking, students can evaluate and interpret literary works more effectively and express their thoughts and opinions more clearly in their writing (Ennis, 1985).	Analysing and evaluating information (Alismail, 2015, Paul and Elder, 2006, McLaughlin and DeVoogd, 2005, Willingham, 2008), Problem-solving (Hung et al., 2012, Gee, 2003, Jonassen, 2010), Metacognition(Dewi et al., 2018, Flavell, 1976, Schraw and Moshman, 1995, Zimmerman, 2000)
Collaboration	Collaborationis directly related to the speaking and listening skills discussed in section 3 (Johnson & Johnson, 1999). Collaborative work often involves group discussions and feedback sessions, which require students to communicate their ideas effectively and to listen to those of others (Baker, 2002).	Improved communication (Alameen, 2011, Purcell et al., 2013, Gee, 2012, Warschauer and Grimes, 2007), Exposure to diverse perspectives (Kress et al., 2006), Skill sharing (Hattie and Timperley, 2007, Johnson and Johnson, 1987, Cuddy, 2002).
Creativity	Creativity is closely related to the skills of creative writing and understanding literary devices from Section 3 (Kaufman & Baer, 2005). Developing original ideas and encouraging experimentation can develop students' creative writing skills (Harackiewicz et al., 2016). Furthermore, understanding and using different literary devices can lead to more innovative and engaging interpretations of literary texts (Sternberg, 2003).	Developing original ideas (Duman and Göcen, 2015, Amabile et al., 2018, Beghetto and Kaufman, 2014), Fostering experimentation (Mishra and Koehler, 2006, Sawyer, 2011), Encouraging self-expression (Nordmark and Milrad, 2012)
Reflective practices	Reflective practices align with the reading comprehension, writing and critical analysis skills from section 3 (Schön, 1987). Reflecting on their own learning and thinking processes can help students to understand different literary works better, to write more effectively and to analyze literary texts more critically (Moon, 1999).	Developing metacognition (McLoughlin and Luca, 2000) (N R Dewi, 2020), Encouraging self-awareness (Nordmark and Milrad, 2012)

► The URL below leads to an e-book version of a preliminary study, which contains the table on 'Potential competencies for enhancing language skills in EDS environment' This e-book, created with InDesign, is accessible on any device. By clicking the URL, you can directly read the e-book in your web browser. https://pakbyung.wixsite.com/interactive-book/post/a-systematic-literature-review

Please refer to this resource for a more in-depth understanding of the provided table. Thank you for your participation in this research.

Image research competition entry 2023 by BJ

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