Impacts of Peer Assessment-based Digital Storytelling on Elementary School Students’ Learning Achievements, Motivation, Self-efficacy and Critical Thinking Awareness

• Main Authors: Ying-Syuan Wu, 吳映璇
• Other Authors: Gwo-Jen Hwang
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/a32y8q

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 107 === Owing to the progress of computer and technology, educators have identified the importance of fostering students’ information literacy. However, in the conventional Information Literacy course, teachers generally focus on giving lectures, and students focus on memorizing the learning content rather than having higher order thinking. In terms of digital storytelling, it is a way of learning focusing on learning by doing. Through the way of storytelling, it could make students strengthen their thinking and learning, so as to make them combine with their own experience. Thus, students not only receive knowledge in one way, but further interpret the acquired knowledge and transform it into a way that is easy to learn. However, it is easy to make works interesting without having depth if there is no guidance in digital storytelling according to the study in the past, which thus cannot make students have a better learning effect. In view of it, this study introduces peer assessment strategy into digital storytelling activities to solve this problem, which can let students carry out reflection and critique through rubric, so as to improve the quality of works. For the purpose of verifying the effectiveness of the strategy, proposed approach fifth graders are divided in primary school in Beitou District into experimental group and control group through quasi-experimental design in the information course. As for it, the experimental group use the combination of digital storytelling with peer assessment, while the control group uses general teacher feedback. The experimental result showed that the that digital storytelling with peer assessment significantly benefited the students in improving their learning achievement, self-efficacy and critical thinking; however, there was no significant difference between the learning motivation and cognitive load of two groups.