Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society, 15 (4), 368–379.
Hung, Hwang, and Huang start by claiming that project-based learning (PBL) is a model that promotes self-regulated learning among students through the construction of knowledge from group based work. They believe that peer interaction and their interaction with the surrounding environment are key to promoting learning achievement.
Their study includes a literature review of PBL and the requirements to design learning tasks that promote motivation and improve the achievement of students. They also believe that the rise of new technologies provide has promoted both cooperative learning and constructivist environments. Digital storytelling is discussed and an integral part of the PLB environment and the increased involvement it creates for students involved in a project.
This article explores PBL and its benefits (and a few drawbacks). The project is based on students creating a digital story. This focus integrates both PBL and technology. The goal is for the students to improve learning comprehension through the creation of a digital story. The results of the experiment and feedback from the students show that PBl engages learners and using technology promotes interest.
This study is interesting and has applications that I feel can be used up into the early to mid teens groups. I do not believe that adult learners, or learners in an online setting such as the one I am currently involved in, will see the benefit. The research also admits that there are limitations and the findings might be different for another course (rather than science). Though I do not believe this would be effective in my teaching area I do believe that the idea is a good one. If properly adapted it may prove useful to me also.