디지털 멀티모달 스토리텔링: 학습자 인식에 대한 이해Digital Multimodal Storytelling: Understanding Learner Perceptions
- Other Titles
- Digital Multimodal Storytelling: Understanding Learner Perceptions
- Authors
- 정선주
- Issue Date
- Mar-2021
- Publisher
- 중소기업융합학회
- Keywords
- 멀티모달 작문; 디지털 스토리텔링; 외국어로서의 영어교육; 대학교육; 다중양식; Multimodal composition; Digital storytelling; EFL teaching; College education; Multimodality
- Citation
- 융합정보논문지, v.11, no.3, pp.174 - 184
- Journal Title
- 융합정보논문지
- Volume
- 11
- Number
- 3
- Start Page
- 174
- End Page
- 184
- URI
- https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/80551
- DOI
- 10.22156/CS4SMB.2021.11.03.174
- ISSN
- 2586-4440
- Abstract
- The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.
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Collections - 인문대학 > 영미어문학과 > 1. Journal Articles
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