디지털 스토리텔링과 면대면 스토리텔링에 대한 초등학생들의 정의적 반응

Abstract

The purpose of this study was to examine how primary school students would react to two different types of storytelling: digital storytelling and face-to-face storytelling. Fourteen students taking an after-school English class were asked to listen to two stories through digital and face-to-face storytelling. The order of presenting stories in the two methods was counter-balanced to prevent possible practice effect. Then, at the beginning and at the end of each storytelling, the students were asked to fill out questionnaires designed to measure their affect, specifically their learning interest, motivation for participation, and satisfaction about their class. The findings of the study indicated that the students’ participation increased as a result of experiencing storytelling whether it was digital or face-to-face. In addition, regardless of the storytelling mode, the students showed higher levels of satisfaction toward Story A (The Flying Turtle) than toward Story B (The Monkey King). In terms of learning interest, only the face-to-face storytelling of Story B was found to be effective. It can be inferred from the findings that digital storytelling is not necessarily more effective than face-to-face storytelling.