| Yazarlar (2) |
Dr. Öğr. Üyesi Seçil TISOĞLU KAYA
Kastamonu Üniversitesi, Türkiye |
Dr. Öğr. Üyesi Kadir Yücel KAYA
Kastamonu Üniversitesi, Türkiye |
| Özet |
| This study applied a learner-generated digital video (LGDV) approach with two different video delivery methods to examine its effect on students’ motivational beliefs and learning strategies. We designed the research as a quasi-experimental study, which involved a nine-week intervention where prospective teachers created a digital video following two different content delivery methods: instructional story and instructional presentation. We applied a motivation scale and open-ended questions to 145 prospective teachers. The results revealed that LGDV approach improved the students’ self-efficacy and task value and supported their learning strategies. The data collected for this study also indicated that the difference between the scores of content delivery methods was not significant regarding task value, self-efficacy, and learning strategies. The students’ perceived outcomes also showed that LGDV approach supported their professional development, enhanced digital literacy skills, and met their expectations of acquiring new information and promoting an active learning environment. |
| Anahtar Kelimeler |
| digital storytelling | learner-generated digital video | learning strategies | self-efficacy | task value |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | ESCI dergilerinde yayımlanan tam makale |
| Dergi Adı | International Journal of Technology Enhanced Learning |
| Dergi ISSN | 1753-5255 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | ESCI |
| Makale Dili | Türkçe |
| Basım Tarihi | 01-2025 |
| Cilt No | 17 |
| Sayı | 2 |
| Sayfalar | 241 / 264 |
| Doi Numarası | 10.1504/IJTEL.2025.145387 |
| Makale Linki | https://doi.org/10.1504/ijtel.2025.145387 |
| Atıf Sayıları |
