Abstract
In the conception of stories, most beginners create stories at their will, which would result in a poor architecture. At present, few digital storytelling systems have been developed to lead beginners to stories featuring a complete structure. With emphasis on story structure, this study aims to develop a digital storytelling system, Digital Storytelling Teaching System-University (DSTS-U). With the system, learners will be able to quickly create stories with a structural architecture and enhance the variation of the contents of stories through different story structures. Moreover, this study probes into the usability of the system from three dimensions, namely, teaching environment assessment, system features evaluation, and self-story assessment. The subjects of this study were 40 college students who were all beginners, including 21 males and 19 females. The experiment lasted for four weeks. According to the research findings, the experts made positive comments on the teaching environment the DSTS-U system provided for learners. This indicates that learners can create a structural story and acquire more knowledge of story concept with the DSTS-U system. Additionally, positive comments were also made on user’s system function features evaluation as well as on self-story satisfaction. For users, the DSTS-U system is an efficient tool to develop stories in a profound way. Therefore, this study has come to the conclusion that the story structure-led teaching model is necessary. By acquiring the knowledge of the structural story concept, learners can generate a structural story from a basic structural architecture with the help of different variation-oriented structures, so as to enrich the contents of stories.
| Original language | English |
|---|---|
| Title of host publication | Learning and Collaboration Technologies |
| Subtitle of host publication | Technology in Education - 4th International Conference, LCT 2017 Held as Part of HCI International 2017, Proceedings |
| Editors | Panayiotis Zaphiris, Andri Ioannou |
| Publisher | Springer Verlag |
| Pages | 473-487 |
| Number of pages | 15 |
| ISBN (Print) | 9783319585147 |
| DOIs | |
| Publication status | Published - 2017 Jan 1 |
| Event | 4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCI 2017 - Vancouver, Canada Duration: 2017 Jul 9 → 2017 Jul 14 |
Publication series
| Name | Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) |
|---|---|
| Volume | 10296 LNCS |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Other
| Other | 4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCI 2017 |
|---|---|
| Country | Canada |
| City | Vancouver |
| Period | 17-07-09 → 17-07-14 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Theoretical Computer Science
- Computer Science(all)
Cite this
}
The evaluation on the usability of digital storytelling teaching system in teaching. / Wu, Pei Fen; Hu, Hui Jiun; Wu, Feng Chu; Fan, Kuang Yi.
Learning and Collaboration Technologies: Technology in Education - 4th International Conference, LCT 2017 Held as Part of HCI International 2017, Proceedings. ed. / Panayiotis Zaphiris; Andri Ioannou. Springer Verlag, 2017. p. 473-487 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10296 LNCS).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - The evaluation on the usability of digital storytelling teaching system in teaching
AU - Wu, Pei Fen
AU - Hu, Hui Jiun
AU - Wu, Feng Chu
AU - Fan, Kuang Yi
PY - 2017/1/1
Y1 - 2017/1/1
N2 - In the conception of stories, most beginners create stories at their will, which would result in a poor architecture. At present, few digital storytelling systems have been developed to lead beginners to stories featuring a complete structure. With emphasis on story structure, this study aims to develop a digital storytelling system, Digital Storytelling Teaching System-University (DSTS-U). With the system, learners will be able to quickly create stories with a structural architecture and enhance the variation of the contents of stories through different story structures. Moreover, this study probes into the usability of the system from three dimensions, namely, teaching environment assessment, system features evaluation, and self-story assessment. The subjects of this study were 40 college students who were all beginners, including 21 males and 19 females. The experiment lasted for four weeks. According to the research findings, the experts made positive comments on the teaching environment the DSTS-U system provided for learners. This indicates that learners can create a structural story and acquire more knowledge of story concept with the DSTS-U system. Additionally, positive comments were also made on user’s system function features evaluation as well as on self-story satisfaction. For users, the DSTS-U system is an efficient tool to develop stories in a profound way. Therefore, this study has come to the conclusion that the story structure-led teaching model is necessary. By acquiring the knowledge of the structural story concept, learners can generate a structural story from a basic structural architecture with the help of different variation-oriented structures, so as to enrich the contents of stories.
AB - In the conception of stories, most beginners create stories at their will, which would result in a poor architecture. At present, few digital storytelling systems have been developed to lead beginners to stories featuring a complete structure. With emphasis on story structure, this study aims to develop a digital storytelling system, Digital Storytelling Teaching System-University (DSTS-U). With the system, learners will be able to quickly create stories with a structural architecture and enhance the variation of the contents of stories through different story structures. Moreover, this study probes into the usability of the system from three dimensions, namely, teaching environment assessment, system features evaluation, and self-story assessment. The subjects of this study were 40 college students who were all beginners, including 21 males and 19 females. The experiment lasted for four weeks. According to the research findings, the experts made positive comments on the teaching environment the DSTS-U system provided for learners. This indicates that learners can create a structural story and acquire more knowledge of story concept with the DSTS-U system. Additionally, positive comments were also made on user’s system function features evaluation as well as on self-story satisfaction. For users, the DSTS-U system is an efficient tool to develop stories in a profound way. Therefore, this study has come to the conclusion that the story structure-led teaching model is necessary. By acquiring the knowledge of the structural story concept, learners can generate a structural story from a basic structural architecture with the help of different variation-oriented structures, so as to enrich the contents of stories.
UR - http://www.scopus.com/inward/record.url?scp=85025148524&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85025148524&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-58515-4_36
DO - 10.1007/978-3-319-58515-4_36
M3 - Conference contribution
AN - SCOPUS:85025148524
SN - 9783319585147
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 473
EP - 487
BT - Learning and Collaboration Technologies
A2 - Zaphiris, Panayiotis
A2 - Ioannou, Andri
PB - Springer Verlag
ER -