Shelton, C.C., Warren, A.E. & Archambault, L.M. Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends 60, 465–474 (2016). https://doi-org.cmich.idm.oclc.org/10.1007/s11528-016-0082-z
In this article, Shelton, Warren, and Archambault discuss the purpose, methods, results, and limitations of their study concerning the use of interactive digital storytelling in a hybrid course for preservice teachers. Their study looked at student experiences with interactive digital storytelling as the main source of online instruction for a hybrid course. The authors begin with a brief literature review focusing on the popularity and pedagogical benefits of digital storytelling. They also share a need for their research by stating that previous research on the use of digital storytelling for learning has been primarily focused on K-12 student created videos while their study focused on instructor-created videos. Next, some background information is shared concerning interactive videos including the features that interactive videos may include (based on previous studies) as well as the gaps that remain in current literature (such as the need for more longitudinal research). The authors discuss the mixed methods used in their survey research design, discuss possible limitations, share their findings based on categorized results, and discuss implications for the future.
Shelton, Warren, and Archambault lay out a clear and specific need for their research. By sharing the gaps in previous literature, especially with instructor-created video content for hybrid learning and a study that looks at more than one “snapshot” of effects, they demonstrate the importance of their study. They also point out a practical, field-based need for their research by stating that “flipped” content that creates true engagement and accountability is a current and serious need for online and blended learning. In order to compare conventional digital storytelling and interactive video, they incorporated various tools in their mixed-methods study in order to best fit and measure their three different research questions: two of which were based on student perceptions/experiences and one that was based on actual learning gains. The authors also openly address challenges related to their study such as usability and technology issues and they share solutions for these issues that they actually implemented later on, such as an in-class demonstration and tutorial for the online program.
This article connects to my current research interest in differentiation and assistive technology because it focuses on how interactive features in flipped video content might increase student engagement, accountability, and learning gains. When using technology to supplement, support, or deliver instruction for students with diverse learning needs, the technology needs to be engaging and able to offer scaffolded support for students in order to be a sustainable tool that students will be self-motivated to use. Although perceptions on increased accountability with the interactive videos were divided and quiz results showing learning gains couldn’t be directly correlated to the interactive videos, this study still showed some promising benefits for student engagement and scaffolding.