Learner-generated digital videos role in motivational beliefs and self-regulation: an evaluation through content delivery methods
Yazarlar (2)
Dr. Öğr. Üyesi Seçil TISOĞLU KAYA Kastamonu Üniversitesi, Türkiye
Dr. Öğr. Üyesi Kadir Yücel KAYA Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | International Journal of Technology Enhanced Learning | ||
| Dergi ISSN | 1753-5255 Dergi Bilgileri (2025) | ||
| Makale Dili | Ingilizce | Basım Tarihi | 04-2025 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 01-01-2025 |
| Cilt / Sayı / Sayfa | 17 / 2 / 241–264 | DOI | 10.1504/IJTEL.2025.145387 |
| Makale Linki | https://doi.org/10.1504/ijtel.2025.145387 | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| 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 … |
| Anahtar Kelimeler |
| digital storytelling | learner-generated digital video | learning strategies | self-efficacy | task value |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 1 |