آمار

تعداد نشریات11
تعداد شماره‌ها228
تعداد مقالات2,315
تعداد مشاهده مقاله3,613,816
تعداد دریافت فایل اصل مقاله2,654,517
امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. (1403). مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی. فناوری آموزش, 18(4), 885-900. doi: 10.22061/tej.2024.10763.3055
ماجده امیدی شال; بهار بندعلی; محمود ابوالقاسمی; سیما سعادتی. "مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی". فناوری آموزش, 18, 4, 1403, 885-900. doi: 10.22061/tej.2024.10763.3055
امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. (1403). 'مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی', فناوری آموزش, 18(4), pp. 885-900. doi: 10.22061/tej.2024.10763.3055
امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی. فناوری آموزش, 1403; 18(4): 885-900. doi: 10.22061/tej.2024.10763.3055

مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی

فناوری آموزش
مقاله 16، دوره 18، شماره 4 - شماره پیاپی 72، مهر 1403، صفحه 885-900    اصل مقاله (1.36 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.10763.3055
نویسندگان
ماجده امیدی شال؛ بهار بندعلی* ؛ محمود ابوالقاسمی؛ سیما سعادتی
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران
تاریخ دریافت: 26 اسفند 1402،  تاریخ بازنگری: 08 تیر 1403،  تاریخ پذیرش: 01 مرداد 1403 
چکیده
پیشینه و اهداف: خواندن و نوشتن، علاوه بر آن که از ضروریات بشر برای زندگی امروز محسوب می‌شود، از ارکان حیطه سوادآموزی و از مهارت‌های پایه‌ای در آموزش و یادگیری است. یکی از اهداف درس فارسی در برنامه درسی مصوب نظام آموزش‌وپرورش، ایجاد و تقویت مهارت خواندن و نوشتن در دانش‌آموزان است؛ اما برخی پژوهش‌های داخلی و ارزیابی‌های بین‌المللی، ضعف دانش‌آموزان ایرانی را در این دو مهارت نشان داده‌اند. مضاف بر آن، ضعف در خواندن و نوشتن، مشکلاتی را در فهم سایر دروس نیز، ایجاد می‌کند. ازاین‌رو، بنابر نقش مهم مهارت خواندن و نوشتن بر یادگیری و پیشرفت تحصیلی دانش‌آموزان و همچنین، ضرورت بررسی عوامل اثرگذار بر عملکرد تحصیلی و کارایی نظام آموزشی، بررسی این مسأله در این پژوهش مدنظر قرار گرفت. با توجه به اجزای مهارت خواندن و نوشتن، همچنین به‌کارگیری روش‌های تدریس ناکارآمد به‌عنوان یکی از دلایل ایجاد این ضعف، یکی از فعالیت‌هایی که می‌تواند در رفع مسأله نقش مؤثری ایفا کند، فن داستان‌سرایی است. با توسعه فناوری در حوزه‌های مختلف، داستان‌سرایی به شکل دیجیتال نیز در آموزش مورد استفاده قرار گرفته است. پژوهش‌های پیشین تأثیر مثبت استفاده از داستان سنتی و دیجیتال در آموزش موضوعات درسی مختلف و شایستگی‌ها و مهارت‌های گوناگون در یادگیرندگان را نشان داده‌اند؛ اما مقایسه‌ای میان آن‎ها صورت نگرفته بود. ازاین‌رو هدف از انجام این پژوهش، مقایسه تأثیر دو روش تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن درس فارسی دانش‌آموزان پایه اول ابتدایی بود.
روش‌ها‌: این پژوهش، از نوع کاربردی است و با رویکرد کمّی و روش شبه‌آزمایشی انجام شده است. 50 نفر از دانش‌آموزان پایه اول یک دبستان دولتی پسرانه واقع در شهر رشت در سال تحصیلی 1402- 1401 از طریق نمونه‌گیری در دسترس برای شرکت در این پژوهش انتخاب شدند و در دو گروه آزمایش و کنترل قرار گرفتند. پنج مورد از نشانه‌های کتاب فارسی اول ابتدایی در گروه آزمایش با ارائه داستان دیجیتال تدریس شد. در گروه کنترل همان نشانه‌ها با همان داستان‌ها به‌صورت سنتی و توسط معلم روایت و تدریس شد. داستان‌ها با تأیید متخصصان علوم تربیتی و معلمان پایه اول مدرسه برای آموزش نشانه‌ها انتخاب شدند. پس از تدریس هر نشانه، هر دو گروه در آزمون پیشرفت تحصیلی در خواندن و نوشتن که توسط سرگروه معلمان پایه اول ناحیه یک آموزش‌وپرورش شهرستان رشت تدوین شده بود، شرکت کردند. روایی آزمون‌ها به تأیید متخصصان علوم تربیتی و معلمان همکار رسید. برای اطمینان از پایایی، فرایند اندازه‌گیری برای پنج نشانه از حروف الفبای فارسی تکرار شد، تمامی فرآیندهای پژوهش مستندسازی و شرایط عادی آزمودنی‌ها در فرآیند ارزشیابی حفظ شد. داده‌های حاصل از ارزشیابی گروه‌ها با آزمون‌های آمار استنباطی شامل آزمون اندرسون- دارلینگ، آزمون یو من- ویتنی و t مستقل مورد تجزیه‌وتحلیل قرار گرفت.
یافته‌ها: یافته‌های این پژوهش نشان داد میانگین نمرات هر دو گروه در تمامی آزمون‌ها بالاتر از 3 و در حد مطلوب بوده و علی‌رغم عملکرد بهتر گروه آزمایش نسبت به گروه کنترل در ارزشیابی خواندن و نوشتن، تفاوت معناداری بین میانگین دو گروه وجود نداشت.
نتیجه‌گیری: با توجه به ظرفیت‌هایی که داستان‌سرایی در بهبود نتایج یادگیری دارد، می‌توان گفت استفاده داستان چه به‌صورت سنتی و چه به‌صورت دیجیتال، می‌تواند به‌عنوان روشی کارآمد در آموزش درس فارسی و ارتقای مهارت خواندن و نوشتن دانش‌آموزان اول دبستان به‌کار رود. همچنین دقت در طراحی آموزشی و فعالیت‌های یادگیری مناسب می‌تواند استفاده از داستان سنتی و دیجیتال در فرایند آموزش را غنی‌تر سازد.‌
کلیدواژه‌ها
داستان دیجیتال؛ خواندن؛ داستان سنتی؛ روش تدریس؛ نوشتن
موضوعات
فناوری آموزش- یادگیری تلفیقی
عنوان مقاله [English]
Comparison of the Effect of Teaching Methods Based on Digital and Traditional Storytelling on Farsi Reading and Writing Skills among the First Graders in Primary Schools
نویسندگان [English]
M. Omidi Shal؛ B. Bandali؛ Mahmood Abolghasemi؛ S. Saadati
Educational Sciences Department, Education and Psychology Faculty, Shahid Beheshti University, Tehran, Iran
چکیده [English]
Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. However, some national and international studies have shown the weakness of Iranian students in these two skills. In addition, weakness in reading and writing causes problems in understanding other subjects as well. Therefore, due to the important role of reading and writing skills in the learning and academic progress of students, as well as the need to investigate the factors affecting the academic performance and the efficiency of the educational system, the investigation of this issue was considered in this research. Given the components of reading and writing skills, as well as inefficient teaching methods resulting in this failure, one of the activities that can play an effective role in solving the problem is storytelling. With the development of technology in different fields, digital storytelling has also been used in education. Previous research revealed the positive effect of using traditional and digital stories in teaching different subjects, competencies and skills among learners, but no comparison was made between them. Therefore, the purpose of this research was to compare the effect of two teaching methods based on digital and traditional storytelling on the reading and writing skills of first-grade primary school students.
Methods: This was an applied study carried out with quantitative approach and quasi-experimental design. A sample of 50 students of the first grade of an all-boys primary public school in Rasht, Iran in the academic year of 2022-2023 were selected through convenience sampling method to participate in this research. They were assigned to experimental and control groups. Five letters of the first primary Persian Literacy were taught in the experimental group by presenting a digital story. In the control group, the same letters were taught through the same stories in a traditional way by the teacher. The stories were approved by educational experts and first grade school teachers as well. After teaching each letter, both groups took part in a test developed by the team leader of first grade teachers district 1 of education department in Rasht. The validity of the tests was confirmed by educational experts and elementary teachers. To ensure reliability, the measurement process was repeated for five letters of the Persian alphabet, all research processes were documented and the subjects' normal conditions were maintained in the evaluation process. The data were analyzed via inferential statistics methods including Anderson-Darling test, the Mann-Whitney U test and independent samples t-test.
Findings: Results showed that the mean scores of both groups in all tests were similarly above the theoretical mean and no significant difference was found considering the performance of the two groups.
Conclusion: Considering the capabilities that storytelling has in improving learning outcomes, it can be said that using stories, both in traditional and digital form, can be used as an effective method in teaching Persian and improving the reading and writing skills of primary school students. Also, accuracy in educational design and appropriate learning activities can enrich the use of traditional and digital stories in the education process.
کلیدواژه‌ها [English]
Digital Story, Reading, Traditional Story, Teaching Method, Writing
مراجع
[1] Brunswick N. Unimpaired reading development and dyslexia across different languages. In: Reading and dyslexia in different orthographies [Internet]. Psychology Press; 2010. p. 149–72.

[2] Karimi AA. Examining the results of the 2001 International Reading Literacy Progress Study (PIRLS). Q J Educ [Internet]. 2005;21(1):39–88. [in persian]

[3] Lysenko L, Abrami PC, Wade CA, Marsh JP, WaGioko M, Kiforo E. Promoting young Kenyans’ growth in literacy with educational technology: A tale of two years of implementation. Int J Educ Res [Internet]. 2019;95:176–89.

[4] Khani R, Feyzi F. Examining the strategies to strengthen the writing skills of students in the second of elementary school [Internet]. The third national conference of sustainable development in educational sciences and psychology, social and cultural studies. Iran, Tehran; 2016. [In persian]

[5] Salehi M, Niyaz Azari K, Taghi Motamedi Talavaki M. The impact of active methods of teaching on reading literacy development of Mazandaran Fourth and Fifth grade elementary school students. J Educ Innov [Internet]. 2009;8[4]:60–97. [In persian]

[6] Dortaj F. Comparing the effects of game-based and traditional teaching methods on student’s learning motivation and math progress. J Sch Psychol [Internet]. 2014;2[4]:62–80. [In persian]

[7] Abadi M, Noushadi N, Momtahan E. Evaluation of critical thinking skills in ordinary and gifted secondary math curricula. Technol Educ J [Internet]. 2019;13(1):40–8. [In persian]

[8] Taheri A, Tahmasbipoor N, Sadeghi M. Analysis of the content of the Experimental Science Book of Third Grade of Guidance School in the Educational Year 2010-2011, Based on the Bloom classification in Cognitive Domain and Compare with Cognitive Domain in TIMSS 2007. Technol Educ J [Internet]. 2016;10[2]:85–96. [In persian]

[9] Soleymani S, Malekzadeh A. Investigating the reasons for the low scores of Iranian students in the TIMSS and Perls test. Ment Heal Sch [Internet]. 2023;1[2]:37–42. [In persian]

[10] Walczyk JJ, Griffith‐Ross DA. How important is reading skill fluency for comprehension? Read Teach [Internet]. 2007;60[6]:560–9.

https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/rt.60.6.6

[11] hamidi nasrabad A, Sheikhi Fini AA, Zainali Pour H, Samavati A. The Compliance of Elementary Persian Language Reading Textbooks with the PIRLS 2016 Assessment Framework. J Curric Stud [Internet]. 2021;15[59]:183–204. [In persian]

[12] Shaverdi T, Heidari H, Chitsaz ghomi MJ. The effects of online social networks on the quantitative academic performance of secondary high school girls’ students in Tehran. Technol Educ J [Internet]. 2020;14[4]:801–12. [In persian]

[13] Fadaei F, Kalantari Dehaghi H, Abdollahzadeh Rafi M. The effect of computer-based method of «sequential display of letters» on quick naming, phonological awareness, accurate and fluid reading of dyslexic elementary students. Technol Educ J [Internet]. 2021;16(1):59–70. [In persian]

[14] Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, et al. Pedagogy, curriculum, teaching practices and teacher education in developing countries [Internet]. Department for International Development London; 2013. [In persian]

[15] Ur P. Penny Urs 100 Teaching Tips. Cambridge: Cambridge; 2018. 94 p.

[16] Nation K, Snowling M. Assessing reading difficulties: The validity and utility of current measures of reading skill. Br J Educ Psychol. 1997;67(3):359–70.

https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8279.1997.tb01250.x

[17] Estelami M. Language teaching, literature teaching: two educational categories [Internet]. Tehran: Islam and Iran Recognition Center; 2000. [In persian]

[18] Etemadi F, Babalhavaeji F, Hosseini Almadani SA. Effective moral education characteristics in children’s digital storytelling. Q Ethical Res (Association Islam Thought) [Internet]. 2022;12[4]:19–38. [In persian]

[19] Zolfaghari H. Folk Language and Literature of Iran [Internet]. Tehran: SAMT; 2018. [In persian]

[20] Shamissa S. Literary Genres [Internet]. Tehran: Mitra; 2008. [In persian]

[21] Hanif M. Definition of storytelling. Iran kids Adolesc B Rev Inf J Mon [Internet]. 2004;3[75]:104–6. [In persian]

[22] Yassaei S, Davari A, Aghaei M, Targhi MG. Comparison Two Learning Methods of Oral Health Education Storytelling and Speech on Elementary School Students in Yazd. J Heal [Internet]. 2016;7(1):102–8. [In persian]

[23] Marmazi A, Heaidari M, Ahmadi M. The effect of using educational multimedia in storytelling on enhancing the creativity of fourth grade elementary school students in Downtown, Susangerd. Educ Res [Internet]. 2021;[43]:105–23. [In persian]

[24] Sadik A. Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educ Technol Res Dev [Internet]. 2008;56:487–506.

[25] Tomkins A. ‘ It was a great day when...’: An exploratory case study of reflective learning through storytelling. J Hosp Leis Sport Tour Educ [Internet]. 2009;8[2]:123.

https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=4fd472900e1d0b4076ab355232edeceabc497984

[26] Sho’ari Nejad A. Children’s Literature [Internet]. Tehran: Ettela’at; 2016. [In persian]

[27] Wang D, Li J, Zhang J, Dai G. A pen and speech-based storytelling system for Chinese children. Comput Human Behav [Internet]. 2008;24[6]:2507–19.

[28] Safi A. Primary, Guidance Cycle and Secondary Educations [Internet]. Tehran: SAMT; 2014. [In persian]

[29] Pilkington RM. Measuring the impact of information technology on students’ learning. Int Handb Inf Technol Prim Second Educ [Internet]. 2008;1003–18.

[30] Tamim RM, Bernard RM, Borokhovski E, Abrami PC, Schmid RF. What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Rev Educ Res [Internet]. 2011;81(1):4–28.

https://journals.sagepub.com/doi/abs/10.3102/0034654310393361

[31] Slavin RE, Lake C, Chambers B, Cheung A, Davis S. Effective reading programs for the elementary grades: A best-evidence synthesis. Rev Educ Res [Internet]. 2009;79[4]:1391–466.

https://journals.sagepub.com/doi/abs/10.3102/0034654309341374

[32] Cheung ACK, Slavin RE. How features of educational technology applications affect student reading outcomes: A meta-analysis. Educ Res Rev [Internet]. 2012;7(3):198–215.

[33] Bandali B, Shahverdi R, Rahimi S, Rezaeizadeh M, Khorasani A. An Investigation of Effectiveness of Online Development Courses for Faculty Members based on Principles of Education Science. Iran Soc Train Dev [Internet]. 2023;10[37]:1–28. [In persian]

[34] Signes CG. Practical uses of digital storytelling. Digit Storytell Digit [Internet]. 2008;

[35] Azadi Ahmadabadi G. Digital storytelling in improving scientific communication. J Pop Sci [Internet]. 2021;11[19:115–39. [In persian]

[36] Moseley C, Gdovin R, Jones K. Exploring Mental Models of Science Teachers Using Digital Storytelling. Electron J Sci Educ [Internet]. 2013;17(1):n1.

[37] Robin B. The educational uses of digital storytelling. In: Society for Information Technology & Teacher Education International Conference [Internet]. Association for the Advancement of Computing in Education (AACE); 2006. p. 709–16.

[38] Robin B, Pierson M. A multilevel approach to using digital storytelling in the classroom. In: Society for information technology & teacher education international conference [Internet]. Association for the Advancement of Computing in Education (AACE); 2005. p. 708–16.

[39] Kocaman-Karoglu A. Personal voices in higher education: A digital storytelling experience for pre-service teachers. Educ Inf Technol [Internet]. 2016 Sep 23;21[5]:1153–68.

[40] Bjørgen AM. Boundary crossing and learning identities–digital storytelling in primary schools. 2010;

[41] Mayer RE. The promise of multimedia learning: using the same instructional design methods across different media. Learn Instr [Internet]. 2003;13[2]:125–39.

[42] Lotherington H, Jenson J. Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annu Rev Appl Linguist [Internet]. 2011;31:226–46.

[43] Handler Miller C. writers store. 2020. Tales from the Digital Frontier: Breakthroughs in Storytelling. Writers Store.

[44] Hafner CA, Miller L. Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Lang Learn Technol [Internet]. 2011;15(3):68–86.

[45] Clarke R, Adam A. Digital storytelling in Australia: Academic perspectives and reflections. Arts Humanit High Educ [Internet]. 2012;11(1–2):157–76.

https://journals.sagepub.com/doi/abs/10.1177/1474022210374223

[46] Yarigholi B, Khani Khosroushahi M. An Investigation of the Effectiveness of Teaching the Qur’anic Stories on Students’ Moral Development. Res Islam Educ Issues [Internet]. 2020;28[48]:147–70. [In persian]

[47] Mohammadi Nasrabad M, Alavi Langroudy SK, Zandvanian A, Estabraghi M. Comparing Parents & Coaches’ Views on the Field investigate the effectiveness of teaching ethical values (through storytelling and animation) on the development of social skills of pre-school children. Think Child [Internet]. 2020;10[2]:179–200. [In persian]

[48] Asad M, Moghtader L. The effectiveness of storytelling targeted by the value of life (responsibility - Respect) and moral judgment schoolchildren. Think Child [Internet]. 2022;13(1):35–60. [In persian]

[49] Pouramirrazdari F, Badri Gagari R, Vahedi S. Effectiveness of Dialectical Storytelling in Questioning Skills of Elementary Students. Mod Psychol Res [Internet]. 2021;16[62]:178–91. [In persian]

[50] Roointan Z, Jalavandi M, Nateghi F. Validation of Story and Storytelling with Emphasis on the Goals of Preschool Curriculum in Kermanshah Province: A Mixed Study. Q J New Thoughts Educ [Internet]. 2022;18(1):47–68. [In persian]

[51] Arabi Zanjani SS, Zadeh Mohammadi A, Seyed Mousavi PS. The Effectiveness of Parent-Child Story-Telling With Role Play on Creativity of Preschool Children. Dev Pscychology [Internet]. 2021;17[66]:181–92. [In persian]

[52] Radbakhsh N, Mohammadyfar MA, Kian Ersi F. Comparing the effectiveness of play and storytelling on increasing children’s creativity. J Innov Creat Hum Sci [Internet]. 2013;2[8]:177. [In persian]

[53] Oduolowu E, Oluwakemi E. Effect of storytelling on listening skills of primary one pupil in Ibadan north local government area of Oyo state, Nigeria. Int J Humanit Soc Sci [Internet]. 2014;4[9]:100–7.

https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=878e3c1e0eb721959a5ea3f81a23ad449e26bd37

[54] Irani N. Investigating the importance and function of storytelling and storytelling in teaching Persian to non-Persian speakers. J Persian Lang Teach Stud [Internet]. 2018;3[6]:39–58. [In persian]

[55] Febyanti JR, Sari DMM. Implementation pair work and storytelling in teaching speaking fluency in elementary school. J Teach Learn Elem Educ [Internet]. 2022;5(1):11–8.

[56] Barati Gol Khandan S. The effectiveness of Persian and mathematics education through storytelling on the learning and retention of first grade elementary students in the 5th district of Mashhad [Internet]. 2022. [In persian]

[57] Aguilar Cubillo S, Alcántara Manzanares J. Storytelling as a tool for Science teaching in bilingual primary education. Enseñanza las ciencias [Internet]. 2017;(Extra):5085–90.

[58] Shemy NS. The impact of digital storytelling on motivation and achievement in teaching scientific concepts for pre-school students. Eur J Educ Stud [Internet]. 2021;7[12].

[59] Niemi H, Shuanghong NİU, Vivitsou M, Baoping Lİ. Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemp Educ Technol [Internet]. 2018;9[4]:331–53.

[60] Pavlou V. Art technology integration: digital storytellying as a transformative pedagogy in primary education. Int J Art Des Educ [Internet]. 2020;39(1):195–210.

https://onlinelibrary.wiley.com/doi/abs/10.1111/jade.12254

[61] Churchill N. Development of students’ digital literacy skills through digital storytelling with mobile devices. EMI Educ Media Int [Internet]. 2020;57(3):271–84.

https://www.tandfonline.com/doi/abs/10.1080/09523987.2020.1833680

[62] Abdollahpour Z, AsadZadeh N. The impact of exposure to digital flash stories on Iranian EFL learners’ written reproduction of short stories. Can J Sci Ind Res [Internet]. 2012;3[2]:40–53.

[63] Erdogan E. The Impact of Digital Storytelling on the Academic Achievement and Democratic Attitude of Primary School Students. Educ Policy Anal Strateg Res [Internet]. 2021;16(1):427–48.

[64] Dobakhti L, Panahi M. The Effect of Digital Picture Storytelling (PST) on Improving Young Iranian Learners’ Foreign Language Oral Production. Iran J English Acad Purp [Internet]. 2022;11(1):40–56.

[65] Cheung A. Digitizing the story-writing process for EFL primary learners: An exploratory study. Lang Teach Res [Internet]. 2021;13621688211027772.

https://journals.sagepub.com/doi/abs/10.1177/13621688211027772

[66] Shafipoor M, Nosrati F, Ghobari Bonab B. The effect of a multimedia educational program based on social stories and Video modeling on using spoon and fork skill of intellectually disabled students. Q Psychol Except Individ [Internet]. 2019;9[35]:101–39. [In persian]

[67] Razban S, Bagheri M, Talkhabi Y. The Effect of Multimedia Storytelling on the Educational progress of the Science and Attitude of Elementary students. Inf Commun Technol Educ Sci [Internet]. 2018;8(3):5–19. [In persian]

[68] Mangal K, Fidan NK. Digital storytelling activities in the course of human rights, citizenship, and democracy in primary school. Egit ve Bilim [Internet]. 2022;47(209):69–94.

[69] Türkyilmaz S, Seher E, Küçükaydin MA. The Effect of Digital Stories about Healthy Eating on Health Behaviors of Primary School Children. J Educ Futur [Internet]. 2022;[22]:69–83.

[70] Kumar R. Research methodology: An introduction. APH Publishing; 2008.

[71] Delavar A. Research method in psychology and educational sciences [Internet]. Tehran: Virayesh; 2016 [In persian]

[72] Aghdaei T. How to write a thesis (in humanities). Tehran: Zavvar; 2014.

[73] Ali-Ahmadi A, Ghaffarian V. Principles of knowledge and research methods (with a look at historical studies). J Al-Zahra Humanit [Internet]. 2003;46–47[13]:241–66. [In persian]

[74] Nakhoda M, Javadi A. Digital storytelling in Iranian children websites: study of the requirements. Res Inf Sci Public Libr [Internet]. 2014;20(1):151–71. [In persian]

[75] Lambert J. Digital Storytelling Cookbook [Internet]. Berkeley: Digital Diner Press; 2010.

[76] Mirzaei F, Heydari M. The study of the relationship between teachers’ virtual education indicators and academic achievement of Abadeh primary school students. Technol Educ J [Internet]. 2023;17(3):561–72. [In persian]

[77] Steinmayr R, Meiǹer A, Weideinger AF, Wirthwein L. Academic achievement [Internet]. Oxford University Press Oxford, UK; 2014.

[78] Meyer JP. Reliability [Internet]. Qom: Logos; 2010. [In persian]

[79] Nguyen T. The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT J Online Learn Teach. 2015;11[2]:309–19.

[80] Eskandari H. Standards of e-learning courseware [Internet]. Madreseh. Tehran; 2017. [In persian]

[81] Norman A. Educational technology for reading instruction in developing countries: A systematic literature review. Rev Educ. 2023;11(3):1–42.

https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/rev3.3423

[82] Choo YB, Abdullah T, Nawi AM. Digital storytelling vs. Oral storytelling: An analysis of the art of telling stories now and then. Univers J Educ Res. 2020;8(5 A):46–50.

آمار
تعداد مشاهده مقاله: 1,147
تعداد دریافت فایل اصل مقاله: 410


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب