User-Friendly Digital Tools: Boosting Student Engagement and Creativity in Higher Education

Cristina Navas

doi:10.31637/epsir-2025-963

Autores/as

Cristina Navas Universidad de Málaga https://orcid.org/0000-0003-3243-2310

DOI:

https://doi.org/10.31637/epsir-2025-963

Palabras clave:

narración digital, enseñanza del inglés como lengua extranjera, producción escrita, educación superior, implicación del alumnado, tecnología educativa, creatividad, facilidad de uso

Resumen

Introducción: Esta investigación explora el impacto de las herramientas de narración digital en la mejora de la escritura de los estudiantes en el aula. Al examinar la efectividad de estas herramientas, el estudio tiene como objetivo proporcionar información sobre sus beneficios y áreas de mejora. Metodología: El estudio se llevó a cabo a través de una encuesta administrada a estudiantes de educación superior. Se centró en sus niveles de satisfacción, las dificultades que encontraron y sus preferencias por herramientas específicas de narración digital. Resultados: Los hallazgos revelan una fuerte preferencia por la narración digital sobre las técnicas tradicionales de escritura. Los estudiantes elogiaron estas herramientas por su capacidad para mejorar la creatividad, su facilidad de uso y su capacidad para hacer que el aprendizaje sea más atractivo. Discusión: A pesar de los comentarios positivos, el estudio identifica varias áreas de mejora. Los problemas clave incluyen la necesidad de imágenes de mayor calidad, mejor usabilidad y una menor dependencia de las funciones pagadas. Conclusiones: Estos conocimientos subrayan la efectividad de la narración digital en la promoción de la creatividad y el compromiso entre los estudiantes. Sin embargo, también destacan oportunidades para un mayor desarrollo con el fin de maximizar el impacto educativo de estas herramientas. Al abordar los desafíos identificados, los educadores y desarrolladores de software pueden mejorar la experiencia de aprendizaje en general y apoyar mejor el éxito del alumnado.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Cristina Navas, Universidad de Málaga

Cristina Navas Romero is an educator and researcher specializing in Social Sciences and Humanities, with a particular focus on Language and Literature Didactics, English Philology, and Linguistics. She holds a PhD in Linguistics, Literature, and Translation from the University of Malaga and has extensive experience teaching at the same institution. Her professional background includes roles such as a full-time substitute professor and a translator. Cristina is highly skilled in utilizing educational technologies like Moodle and Blackboard and employs innovative teaching methodologies. Her commitment to academic excellence is reflected in her numerous publications and conference presentations, and she has been recognized with the II Research Award by Fundación Telefónica.

Citas

Davis, M., & Waggett, D. (2006). Enhancing Pre-service Teachers’ Reflective Practice via Technology Competencies and ePortfolio Development. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3106-3107). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/22567

Dogan, B., & Robin, B. (2008). Implementation of Digital Storytelling in the Classroom by Teachers Trained in a Digital Storytelling Workshop. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 902-907). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/27287

Foelske, M. (2014). Digital storytelling: the impact on student engagement, motivation and academic learning [Tesis de maestría]. University of Northern Iowa. https://scholarworks.uni.edu/grp/167

Hung, C., Hwang, G., & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society, 15, 368-379. https://bit.ly/3AbEHpR

Kajder, S., & Swenson, J. A. (2004). Digital images in the language arts classroom. Learning & Leading with Technology, 31(8), 18-19, 21, 46. https://bit.ly/4dkRkxb

Kearney, M., & Schuck, S. (2005). Students in the Director’s Seat: Teaching and Learning with Student-generated Video. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2864-2871). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/20518

Kulla-Abbott, T. M. (2006). Developing literacy practices through digital storytelling [Tesis de doctorado, University of Missouri]. https://irl.umsl.edu/dissertation/570

Lambert, J. (2006). Digital Storytelling: Capturing Lives, Creating Community. Digital Diner Press. https://doi.org/10.4324/9781351266369 DOI: https://doi.org/10.4324/9781351266369

Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356. https://bit.ly/46sIifA DOI: https://doi.org/10.1111/flan.12084

McLellan, H. J. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79. http://dx.doi.org/10.1007/BF03033420 DOI: https://doi.org/10.1007/BF03033420

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies. US Department of Education. https://bit.ly/3YnI1sb

Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital Storytelling for 21st-Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671. https://doi.org/10.4236/ce.2014.59078 DOI: https://doi.org/10.4236/ce.2014.59078

Novak, E. (2015). A critical review of digital storyline-enhanced learning. Educational Technology Research and Development, 63, 431-453. https://bit.ly/3YjxcXZ DOI: https://doi.org/10.1007/s11423-015-9372-y

Ohler, J. B. (2010). Digital Community, Digital Citizen. Corwin. https://bit.ly/3ygByEK DOI: https://doi.org/10.4135/9781452219448

Pan, C. C., Sivo, S., Gunter, G., & Cornell, R. (2005). Students’ perceived ease of use of an eLearning management system: An exogenous or endogenous variable?. Journal of Educational Computing Research, 33(3), 285-307. https://bit.ly/3yjDHzv DOI: https://doi.org/10.2190/7M4G-R742-W9FT-JX1J

Rafiq, S., Iqbal, S., & Afzal, A. (2024). The Impact of Digital Tools and Online Learning. Al-Mahdi Research Journal, 5(4), 359-369. https://bit.ly/3WJHXSw

Robin, B. R. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 709-716). Association for the Advancement of Computing in Education (AACE). http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47(3), 220-228. http://dx.doi.org/10.1080/00405840802153916 DOI: https://doi.org/10.1080/00405840802153916

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506. https://doi.org/10.1007/s11423-008-9091-8 DOI: https://doi.org/10.1007/s11423-008-9091-8

Skinner, E., & Hagood, M. C. (2008). Developing literate identities with English language learners through digital storytelling. Reading Matrix: An International Online Journal, 8(2), 12-38. https://bit.ly/3Stkrq9

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(6). http://dx.doi.org/10.1186/s40561-014-0006-3 DOI: https://doi.org/10.1186/s40561-014-0006-3

Stojke, A. E. (2009). Digital storytelling as a tool for revision [Tesis de Doctorado, Oakland University]. ProQuest. https://www.proquest.com/docview/305072143

Tenh, H. K., Shiratuddin, N., & Harun, H. (2012). Core elements of digital storytelling from experts’ perspective. In F. Baharom, M. Mahmuddin, Y. Yusof, N. L. Hashim, S. Bin Hassan, N. I. Yusop, W. H. W. Ishak, & M. A. Saip (Eds.), Proceedings of the Knowledge Management International Conference (pp. 397-402). Universiti Utara Malaysia. https://repo.uum.edu.my/id/eprint/9398

Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking Composing in a Digital Age: Authoring Literate Identities through Multimodal Storytelling. Written Communication, 27(4), 442-468. https://www.learntechlib.org/p/107351/ DOI: https://doi.org/10.1177/0741088310378217

Xin, J. (2013, August). Using digital stories in writing instruction for secondary students with disabilities. In Proceedings of the 2013 International Conference on Educational Research and Sports Education (ERSE 2013). Atlantis Press. https://doi.org/10.2991/erse.2013.54 DOI: https://doi.org/10.2991/erse.2013.54

Yuksel, P., Robin, B., & McNeil, S. (2011). Educational Uses of Digital Storytelling all around the World. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36461