INTERACTIVE STORY DEVELOPMENT FOR THE UNIT OF TURKS ON THE SILK ROAD IN SOCIAL SCIENCES COURSE

Authors

  • Ayşen Karamete Balıkesir University, Turkey
  • Kıvanç Topraklikoğlu Balıkesir University, Turkey

DOI:

https://doi.org/10.46827/ejes.v0i0.1253

Keywords:

digital storytelling, interactive story, interactive narrative, social sciences, computer aided story

Abstract

With this study, creating interactive story that includes interaction factors was purposed in order to support teaching of the unit of Turks on the Silk Road in Social Sciences course of 6th grades. The research method was defined as Design and Development Research and ADDIE pattern that is one of the teaching design pattern was based while developing interactive story. In accordance with this purpose, subject was defined, acquirements were examined and story process was written a script in line with acquirements. Dubbing, background and animations were created after characters who play a part in the story had been designed. Interactive story was finalized thanks to Actionscript 2.0 language and Adobe Flash program. Expert opinion about created interactive story was taken from training technologies expert and social sciences teacher. Recommended arrangements in accordance with expert opinions were made. Material usage of the group with 28 6th grades students was made available. Interactive story was found remarkable and interesting by students. Thus, it was stated that it increases motivational feeling.

 

Article visualizations:

Hit counter

DOI

References

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.

Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631–645.

Gökben Turgut, T. K. (2015). Bilgisayar Destekli Hikâye Anlatımı Yöntemi: Alanyazın Araştırması. Turkish Online Journal of Qualitative Inquiry, 98-99.

Green, M. C., & Jenkins, K. M. (2014). Interactive narratives: Processes and outcomes in user‐directed stories. Journal of Communication, 64(3), 479-500.

Liu, C. C., Wu, L. Y., Chen, Z. M., Tsai, C. C., & Lin, H. M. (2014). The effect of story grammars on creative self‐efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450-464.

Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, learning, and instruction, 3(1987), 223-253.

Mayer, R.E., & Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. J. L. Plass, R. Moreno & R. Brünken (Eds.), Cognitive Load Theory, (pp. 131 -152). New York, NY: Cambridge University Press.

Melanie C. Green, K. M. (2014). Interactive Narratives: Processes and. Journal of Communication, 479 - 480.

Moreno, R. & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. J. L. Plass, R. Moreno & R. Brünken (Eds.), Cognitive Load Theory, (pp. 9-28). New York, NY: Cambridge University Press.

Ryan, R. M., Connell, J. P. & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 13-51). London: Academic Press.

Seels, B. B. ve Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.

Soto-Sanfiel, M. T., Aymerich-Franch, L., & Romero, E. (2014). Personality in interaction: how the Big Five relate to the reception of interactive narratives.

Wang, F. Ve Hanaffin, M. (2005) Design-based research and technology-enhance learning environments. Educational Technology Research & Development.

Downloads

Published

2017-12-06

Issue

Vol 3, No 11 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).