Augmented storytelling: effects of making on students’ interest in literacy

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-05-11 DOI:10.1080/1475939X.2023.2207105
Kher Hui Ng, Hanisah Mohd Radzi, Kean-Wah Lee
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Abstract

ABSTRACT Creating technological artefacts through hands-on practice has gained traction as a means to rethink educational approaches. This study reports the effectiveness of the maker pedagogy on students’ interest in literacy. An evaluation study was conducted involving 112 primary school children, aged 11, in two primary schools in Malaysia with the aim of improving students’ reading interest. The study involved an experimental group of participants creating augmented storybooks using paper-based circuitry and programming. Participant results reveal a significant increase in interest while learning by making augmented storybooks in comparison to just reading using augmented storybooks. The study demonstrates how learning by making can be implemented in primary school settings and highlights key challenges and opportunities for applying the approach in everyday teaching and learning contexts.
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增强故事叙述:制作对学生读写兴趣的影响
摘要:通过实践创造技术工艺品作为重新思考教育方法的一种手段,已经获得了广泛的关注。本研究报告了创客教学法对学生识字兴趣的有效性。对马来西亚两所小学的112名11岁小学生进行了一项评估研究,目的是提高学生的阅读兴趣。这项研究涉及一组实验参与者,他们使用基于纸张的电路和编程创建增强的故事书。参与者的结果显示,与只使用增强故事书阅读相比,通过制作增强故事书学习的兴趣显著增加。该研究展示了如何在小学环境中实施通过制作进行学习,并强调了在日常教学和学习环境中应用该方法的关键挑战和机遇。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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