知識翻新導向的數位說故事活動對國小三年級學生口語敘事表達能力之影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：27

、訪客IP：3.145.82.50

姓名

洪米丁(Mi-Ding Hong) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

知識翻新導向的數位說故事活動對國小三年級學生口語敘事表達能力之影響
(The Impact of Digital Storytelling Activities Based on Knowledge Building Oriented on Oral Narrative Skills of Third-Grade Elementary School Students)

相關論文

★ 支援國小科展探究教與學之網路科展探究系統的開發與評估	★ 教師科展專業知識分享社群平台系統開發與評估
★ 科學小論文寫作平台的建置與評估	★ 「探究教學線上教師社群平台」之建置與評估:以知識管理理論為基礎
★ 科學閱讀平台之發展與評估	★ 以鷹架為基礎之科展探究系統平台之開發與評估
★ Improving Novice Teachers’ Instructional Practice Through Online Multilevel Reflection: The Role of Novice Teachers’ Beliefs	★ The Effect s of Video-based Reflection on Preservice Teachers′ Micro Teaching Focusing on Meaningful Learning with ICT
★ Examining Teachers’ Online Video-Based Reflective Practice for Professional Development Regarding Guided-Discovery Learning Instruction	★ 數位教育遊戲之開發與評估：以「Mr.道耳頓的奇幻歷險」為例
★ 應用自然語言處理技術開發基於知識翻新理論之線上非同步合作論證平台與平台初步評估	★ 同步討論與反思系統（SDRS）對小學生知識建構學習環境感知和學習成果的影響
★ 具有集成設計框架的同步在線論證系統用戶界面：重新設計和評估	★ 科學探究學習系統之開發與評估
★ 支援科學專題學習之線上學習平台開發與評估	★ 線上合作共同備課平台：開發與評估

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 (2026-7-1以後開放)

摘要(中)

在十二年課綱的推廣下，教育已逐漸邁向培養學生具有自主學習的能力，也希望學生能透過與他人合作，獲得知識，並應用於生活當中，而知識翻新理論正是強調學生想法的產出與社群的交流，以及自主學習的重要性。此外，在教育現場中，往往發現年紀小的學生若想述說資訊量較為豐富的內容時，口語表達能力較不流利，也無法完整敘述出欲表達內容，或是沒辦法準確地說出主要的重點。因此，本研究旨在探討知識翻新導向的數位說故事學習活動對於國小三年級學生知識翻新學習環境覺知、口語敘事表達能力、合作表現與在線上討論平台上之知識翻新學習歷程分析的影響。
本研究採用實驗方法為準實驗研究法，研究對象為兩班國小三年級學生，其中一班為實驗組共二十六人，另一班為對照組共二十六人。研究對實驗組實施八週的「知識翻新導向的數位說故事」學習活動，對照組實施八週的「一般傳統之數位說故事」學習活動，研究分析包括量化資料，以及質性資料轉量化分析，分別於教學前與教學後施測「知識翻新學習環境覺知問卷」、「口語敘事表達之數位說故事內容」以及「合作問卷」，並在教學後探討學生在線上討論平台上的「知識翻新學習歷程」。研究資料經處理分析後，得研究結果如下：
一、「知識翻新導向的數位說故事」學習活動對於學生的知識翻新學習環境覺知有明顯的顯著結果。
二、相較於「一般傳統之數位說故事」學習活動，「知識翻新導向的數位說故事」學習活動更能有效提升學生的口語敘事能力。
三、「知識翻新導向的數位說故事」學習活動與「一般傳統之數位說故事」學習活動在合作表現上皆有顯著結果，但比較兩種不同的學習活動之數據，則無顯著效果。
四、「知識翻新導向的數位說故事」學習活動之知識翻新學習歷程分析上，在「想法的產生→想法的改進」以及「社交談話→社交談話」兩者的行為表現具有顯著結果。
最後，本研究也建議教學者可以基於知識翻新理論，設計與數位說故事相關的學習活動，並以學生有興趣，或是與學生生活相關的主題著手，藉此提升學生的合作表現，以及口語敘事表達能力，並在學習過程中增加個人反思以及小組反思的活動，檢視所獲得之學習內容，更能提升數位說故事所產出之作品質量和對社群成員共同獲得知識、完成任務的認同感。

摘要(英)

Under the promotion of the 12-Year Basic Education, education has gradually moved towards cultivating students′ ability to learn independently, and hopes that students can acquire knowledge through collaboration with others and apply it to their lives. The theory of knowledge building emphasizes improvable ideas, community knowledge and epistemic agency. In addition, it is often found in the education field that younger students may not be fluent in oral expression when they want to describe content with a richer amount of information, and they may not be able to fully express their intended content, or accurately state the main points. Therefore, this study aims to explore the impact of digital storytelling learning activities based on the knowledge building oriented on the knowledge building learning environment perceived, oral narrative skills, collaborative performance and knowledge building learning process analysis on the collaboration exploration platform of elementary school students in third-grade.
This study used experimental methods as a quasi-experimental research method. The subjects were two classes of third-grade elementary school students, one class consisting of 26 students as the experimental group and the other consisting of 26 students as the control group. The experimental group was given eight weeks of "digital storytelling based on the knowledge building oriented" learning activities, while the control group was given eight weeks of "general traditional digital storytelling" learning activities. The research analysis included quantitative data and qualitative data conversion analysis, and "knowledge building learning environment experience questionnaire", "digital storytelling content for oral narrative skills" and "collaborative learning experience questionnaire" were administered before and after teaching. In addition, the "knowledge building learning process analysis " of students on the online discussion platform was explored after teaching. After processing and analyzing the research data, the research results are as follows:
1. The "digital storytelling based on the knowledge building oriented" learning activity has significant results on students′ knowledge building learning environment perceived.
2. Compared with the "general traditional digital storytelling" learning activity, the "digital storytelling based on the knowledge building oriented" learning activity can effectively improve students′ oral narrative skills.
3. The "digital storytelling based on the knowledge building oriented " learning activity and the "general traditional digital storytelling" learning activity both have significant results in collaborative performance, but comparing the data of the two different learning activities shows no significant effect.
4. The knowledge building behavioral sequence analysis of the "digital storytelling based on the knowledge building oriented" learning activity has significant results in the behavior performance of "idea generation → idea improvement" and "social talk → social talk."
Finally, this study suggests that educators can design learning activities related to digital storytelling based on the knowledge building oriented, focusing on topics that really interest to students or relevant to their daily lives. By doing so, students′ collaborative performance and oral narrative skills can be enhanced, and personal and group reflection activities can be incorporated to examine the acquired learning content, which can further improve the quality of their digital storytelling outputs and enhance their sense of community identification.

關鍵字(中)

★ 知識翻新
★ 數位說故事
★ 口語敘事表達能力
★ 合作學習

關鍵字(英)

★ knowledge building
★ digital storytelling
★ oral narrative skills
★ collaborative learning

論文目次

中文摘要 i
英文摘要 iii
誌謝 v
目錄 vi
圖目錄 viii
表目錄 ix
第一章緒論 1
第一節研究背景 1
第二節研究動機與目的 3
第三節研究問題 4
第四節名詞解釋 6
第五節研究範圍與限制 9
第二章文獻探討 11
第一節數位說故事 11
第二節口語敘事能力 23
第三節知識翻新 30
第四節總結 37
第三章研究方法 39
第一節研究對象 39
第二節研究設計 40
第三節研究流程 44
第四節教學設計 46
第五節研究工具 54
第六節資料蒐集與分析 58
第四章研究結果與討論 67
第一節「知識翻新學習環境覺知量表問卷」結果分析 70
第二節「數位說故事口語敘事能力」結果分析 79
第三節「合作問卷」結果分析 88
第四節線上討論平台成員討論內容之「知識翻新學習歷程」結果分析 92
第五節研究結果之整理與討論 106
第五章結論與建議 113
第一節結論 113
第二節建議 116
參考文獻 118
附錄 129

參考文獻

中文文獻：
王靜華（2016）。知識翻新對國小四年級學生閱讀理解和寫作表現之影響。國立政治大學教育學系碩士論文，台北市。取自https://hdl.handle.net/11296/24gmqt
江釧池（2020）。營造以設計為導向的數學師資培育環境。國立政治大學教育學系碩士論文，台北市。取自https://hdl.handle.net/11296/zcfwrc
阮明淑（2012）。敘事研究。國家教育研究院圖書館學與資訊科學大辭典。擷取自：https://terms.naer.edu.tw/detail/1678852/
林念臻（2021）。課室外的視野：海外實習與大學生就業力之鏈結。臺灣教育評論月刊，10（1），143-148。
林倍伊（2015）。小組知識翻新活動中的設計思考與創造力表現：以個案研究為例。國立政治大學教育學系博士論文，台北市。取自https://hdl.handle.net/11296/f32a2s
洪煌堯、蔡佩真、林倍伊（2014）。透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣. 科學教育學刊，22（4），413-439.
教育部（2014）。十二年國民基本教育課程綱要總綱（中華民國103 年11 月28 日，臺教授國部字第1030135678A 號）。臺北市：教育部。
張文傑（2017）。故事結構教學法對增進國小輕度自閉症學童口語敘事能力之研究。國立臺東大學特殊教育學系碩士班碩士論文，台東縣。取自https://hdl.handle.net/11296/fp2j99
張家榮、劉晨鐘（2017）。應用數位說故事環境支援學生建構科學解釋. 數位學習科技期刊，9（3），45-67。
張雅玲（2020）。知識翻新反思活動對學生英文寫故事之影響。國立政治大學教育學系碩士論文，台北市。取自https://hdl.handle.net/11296/u5j7nz
張曉葉、鄭夢帥、曹雷主編（2017）。Stop-Motion Animation 定格動畫。臺北市：深石數位。
彭依萍（2015）。以數位說故事結合良心時代國際運動應用於國小高年級品德教育之研究。國立臺北教育大學教育學系教育創新與評鑑碩士班在職專班碩士論文，台北市。取自https://hdl.handle.net/11296/e8u23t
黃瑞珍、吳尚諭、蔡宜芳、黃慈芳、鄭子安（2016）。華語兒童語言樣本分析—使用手冊。臺北：心理出版社。
黃嘉眉（2020）。以想法為中心的合作科學探究學習平台之系統開發與初步評估。國立中央大學。
錡寶香（2004）。國小低閱讀能力學童與一般學童的敘事能力：故事結構之分析。國立台灣師範大學特殊教育學系，特殊教育研究學刊，26，247-269。
鍾生官（2006）。數位說故事在統整藝術教育之應用。國際藝術教育學刊。JAE4，1，2006。
魏鈺螢（2021）。數位說故事之專題導向學習對國小五年級學生水資源保育學習成效之影響。國立臺北教育大學課程與教學傳播科技研究所（教學傳播與科技）碩士論文，台北市。取自https://hdl.handle.net/11296/jf9tyk
蕭振民（2012）。國小一到三年級學童口語及書寫敘事的句型發展與比較。國立臺北護理健康大學聽語障礙科學研究所碩士論文，台北市。取自https://hdl.handle.net/11296/pmy2f7
蕭蒨憶、王秋鈴（2019）。語言障礙兒童的口語敘事評量. 特殊教育發展期刊，67，29-40。

英文文獻：
Babayiğit, S., Roulstone, S., & Wren, Y. (2021). Linguistic comprehension and narrative skills predict reading ability: A 9‐year longitudinal study. British Journal of Educational Psychology, 91(1), 148-168.
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. Handbook of educational psychology, 2, 695-713.
Bin, H., Zhang, Y., Zhan, Y., & Ma, J. (2021). Influence of Learners′ Online Interaction Characteristics on Collaborative Knowledge Building in a Knowledge Forum. In 2021 Tenth International Conference of Educational Innovation through Technology (EITT) (pp. 251-256). IEEE.
Bowles, R. P., Justice, L. M., Khan, K. S., Piasta, S. B., Skibbe, L. E., & Foster, T. D. (2020). Development of the Narrative Assessment Protocol-2: A tool for examining young children′s narrative skill. Language, Speech, and Hearing Services in Schools, 51(2), 390-404.
Burn, A. (2016). Making machinima: Animation, games, and multimodal participation in the media arts. Learning, Media and Technology, 41(2), 310–329. https://doi.org/10.1080/17439884.2015.1107096
Chen, B., & Hong, H. Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288.
Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing knowledge‐building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning, 10(4), 345-366.
Churchill, N. (2020). Development of students’ digital literacy skills through digital storytelling with mobile devices. Educational Media International, 57(3), 271-284.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

Cruz, F. M. F., & Snider, S. L. (2009). Storying with technology: An approach to connect children and adults using the new technology and media landscape. Contemporary Issues in Early Childhood, 10(4), 378–388.
Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35(3), 240–253. https://doi.org/ 10.1044/0161-1461(2004/023)
Dailey, S. L., & Browning, L. (2014). Retelling stories in organizations: Understanding the functions of narrative repetition. Academy of Management Review, 39(1), 22-43.
Dobinson, K. L., & Dockrell, J. E. (2021). Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review. First Language, 41(5), 527-554.
Duvall, M., Matranga, A., & Silverman, J. (2020). Designing for and facilitating knowledge-building discourse in online courses. Information and Learning Sciences, 121(7/8), 487-501.
Edwards, S., Henderson, M., Gronn, D., Scott, A., & Mirkhil, M. (2017). Digital disconnect or digital difference? A socio-ecological perspective on young children’stechnology use in the home and the early childhood centre. Technology, Pedagogy and Education, 26(1), 1–17.
Fleer, M., & Hoban, G. (2012). Using ‘Slowmation’for intentional teaching in early childhood centres: Possibilities and imaginings. Australasian Journal of Early Childhood, 37(3), 61-70.
Fu, J. S., Yang, S. H., & Yeh, H. C. (2022). Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence. Journal of Research on Technology in Education, 54(5), 679-694.
Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J. (2016). Narrative abilities in bilingual children. Applied Psycholinguistics, 37(1), 11-17.
Ghazal, S., Al-Samarraie, H., & Wright, B. (2020). A conceptualization of factors affecting collaborative knowledge building in online environments. Online Information Review, 44(1), 62-89.
Hall, D. J., Skipper, J. B., Hazen, B. T., & Hanna, J. B. (2012). Inter organizational IT use, cooperative attitude, and inter organizational collaboration as antecedents to contingency planning effectiveness. The International Journal of Logistics Management, 23(1), 50–76. http://doi.org/10.1108/095740912 11226920
Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’attitudes and beliefs around the use of touchscreentechnologies by children under three years of age. British Journal of Educational Technology, 49(5), 883–895
Heilmann, J., Miller, J. F., & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27, 603–626.
Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. American Journal of Speech– Language Pathology, 19, 154–166.
Hernández-Sellés, N., Muñoz-Carril, P. C., & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12.
Hoban, G. (2009). Facilitating learner-generated animations with slowmation. In Handbook of research on learning design and learning objects: Issues, applications, and technologies (pp. 312-329). IGI global.
Hoban, G., & Nielsen, W. (2010). The 5 Rs: a new teaching approach to encourage slowmations (student-generated animations) of science concepts. Teaching Science, 56(3), 33-38.
Hoban, G., & Nielsen, W. (2011). Engaging preservice primary teachers in creating multiple modal representations of science concepts with ‘slowmation’. Research in Science Education. doi: 10.1007/x11165-011-9236-3.
Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Engaging preservice elementary teachers with science knowledge through creating digital animations. Journal of Research in Science Teaching, 48(9), 985–1009.
Hong, H. Y., & Lin, P. Y. (2019). Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities. Educational technology research and development, 67, 63-83.
Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. L. (2015). Fostering sustained idea improvement with principle-based knowledge building analytic tools. Computers & Education, 89, 91-102.
Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students′ learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368-379.
Isitan, S., & Dogan, Ö. (2015). An Examination of 1st, 2nd And 3rd Grade Elementary School Students′ Story-Telling Skills Based on Narrative Analysis. Egitim ve Bilim, 40(177).
Kao, C. P., & Mou, T. Y. (2020). The practice of moving image education in preschool: children’s attitudes toward and impressions of slowmation. Interactive Learning Environments, 1-11.
Kervin, K. (2007). Exploring the Use of Slow Motion Animation (Slowmation) as a Teaching Strategy to Develop Year 4 Students′ Understandings of Equivalent Fractions. Contemporary Issues in Technology and Teacher Education, 7(2), 100-106.
Kim, D., & Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8, 33-61.
Kirginas, S. (2022). Improving Students′ Narrative Skills through Gameplay Activities: A Study of Primary School Students. Contemporary Educational Technology, 14(2).
Kortegast, C., & Davis, J. (2017). Theorizing the self: Digital storytelling, applying theory, and multimodal learning. College Teaching, 65(3), 106-114.
Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia: University of Pennsylvania Press.
Lai, C. L., & Hwang, G. J. (2015). A spreadsheet-based visualized mindtool for improving students’ learning performance in identifying relationships between numerical variables. Interactive Learning Environments, 23(2), 230–249.
Lee, D., Huh, Y., & Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional science, 43(5), 561-590.
Lewis, J. L. M. (2011). The computer ate my classroom: Assessing student interactions, perceived learning, and satisfaction in online community college career technical education courses. The University of Southern Mississippi.
Lin, F., & Chan, C. K. (2018). Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection. International Journal of Science Education, 40(6), 668-687.
Lin, K. Y., Hong, H. Y., & Chai, C. S. (2014). Development and validation of the knowledge-building environment scale. Learning and Individual Differences, 30, 124-132.
Morra, S. (2013, June.5). 8 Steps To Great Digital Storytelling. Retrived from 8 Steps To Great Digital Storytelling – Transform Learning ~ written by Samantha Morra
Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17), 9829.
Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427.
Nguyen, A. T. (2011). Negotiations and challenges in creating a digital story: The experience of graduate students (Doctoral dissertation). Retrieved from Proquest Database (Accession No. 3462838).
Nicolopoulou, A., & Trapp, S. (2018). Narrative interventions for children with language disorders: A review of practices and findings. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders (pp. 357–386). De Gruyter Mouton.
Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. Thousand Oaks, CA: Corwin Press.
Owens, R. E. (2012). Language development: An introduction (8th ed.). Boston, MA: Pearson/Allyn and Bacon.
Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor – An emergent epistemological approach to learning. Science & Education, 14(6), 535–557.
Peterson, C., & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30(6), 937.
Piasta, S. B., Groom, L. J., Khan, K. S., Skibbe, L. E., & Bowles, R. P. (2018). Young children’s narrative skill: concurrent and predictive associations with emergent literacy and early word reading skills. Reading and Writing, 31(7), 1479-1498.
PM Ribeiro, S. (2016). Developing intercultural awareness using digital storytelling. Language and Intercultural Communication, 16(1), 69-82.
Popper, K. (1978). Three worlds: The tanner lecture on human values. Ann Arbor: University of Michigan.
Poshka, A., & Poposka, M. (2017). Incorporating digital storytelling in an EFL classroom and its effects on students’ language proficiency, motivation, and self-reflection. Univ. Eur. Orient. Merid, 3, 1-9.
Porter, B. (2005). DigiTales: The Art of Telling Digital Stories. Retrived from
Seven Steps of Digital Storytelling - digitalstorytelling (google.com)
Precintha Rubini, A., James, P. P., Yong, K. L., & Yunus, M. M. (2019). Hear me out! Digital storytelling to enhance speaking skills. Int. J. Acad. Res. Bus. Soc. Sci, 9, 190-202.
Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from Croatia. Digital Education Review, 30, 94-105.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.

Robin, B. R., & McNeil, S. G. (2019). Digital storytelling. The International Encyclopedia of Media Literacy, 1-8.
Rodríguez Viteri, M. A. (2020). Digital storytelling and the oral production skill (Bachelor′s thesis, Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas).
Ryan, A. W., & Aasetre, J. (2021). Digital storytelling, student engagement and deep learning in Geography. Journal of Geography in Higher Education, 45(3), 380-396.
Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the ACM, 36(5), 37-41
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 97, 67-98.
Scardamalia, M. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269- 272). Thousand Oaks, CA: Sage Publications.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. Education and technology: An encyclopedia, 183-192. Santa Barbara, CA: ABC-CLIO
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology, 97-118.
Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology, 36(1), 1-16
Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 397–417). New York, NY: Cambridge University Press.
Shipley, K. G., & McAfee, J. G. (2015). Assessment in speech-language pathology: A resource manual. Toronto, ON: Nelson Education.

Stacey, G., & Hardy, P. (2011). Challenging the shock of reality through digital storytelling. Nurse Education in Practice, 11(2), 159-164.
Stolterman, E. (2008). The nature of design practice and implications for interaction design research. International Journal of Design, 2(1), 55–65
Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38(2), 147-171.
Temiz, Z. (2019). Storytelling intervention to improve the narrative skills of bilingual children coming from low socio-economic status. Early Child Development and Care, 189(1), 16-30.
Topbaş, S. (2005). Dil ve Kavram Gelişimi [Language and Concept Development]. Ankara: Kök Yayıncılık.
University of Houston (2011). The educational uses of digital storytelling. Retrived from: http://digitalstorytelling.coe.uh.edu/
Valten, D., & van Santen, G. (2013). Storytelling. De kracht van verhalen in communicatie.
Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd twente student conference on IT (Vol. 7, No. 7).
Vretudaki, H. (2022). ‘Tell me the whole story’: moving from narrative comprehension to narrative production skills. European Early Childhood Education Research Journal, 30(6), 949-960.
Wu, J., & Chen, D. T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786.
Yamac, A., & Ulusoy, M. (2016). The Effect of Digital Storytelling in Improving the Third Graders′ Writing Skills. International Electronic Journal of Elementary Education, 9(1), 59-86.
Yang, T. C., Chen, S. Y., & Hwang, G. J. (2015). The influences of a two-tier test strategy on student learning: A lag sequential analysis approach. Computers & Education, 82, 366–377
Yang, Y., van Aalst, J., Chan, C. K., & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement. International Journal of Computer-Supported Collaborative Learning, 11, 281-311.
Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840-862.
Yilmaz, R. M., & Goktas, Y. (2017). Using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity. Virtual Reality, 21(2), 75-89.

指導教授

吳穎沺

審核日期

2023-6-29

推文