Learning Effectiveness of Digital Mind Mapping Into Digital Storytelling for Elementary School Students’ 5C Competencies
In this study investigates the influence on students’ 5C competencies from digital mind mapping into digital storytelling and stop-motion animation on mobile devices. Two hundred and three students from fourth to sixth grade in an elementary school in Tainan were chosen as the subjects of the experiment. Before the courses implemented, a pretest on 5C competencies was conducted on them. After they studied in groups on panel computers, a post-test was then conducted along with course. In the meanwhile, student’s works were evaluated by an evaluation form with a view to obtaining qualitative and quantitative data for further analysis. The result found that courses were highly acceptable among most students and indeed enhanced 5C competencies. Students from fourth to sixth grade were able to create digital mind mapping at different topics, while most of fifth-grade students could put together pictures and recording, producing a very complete digital storytelling. Many six-grade students, if not most, produced a very smooth series of stop-motion animation with music and sound effect to display every move of paper puppets along with storyline. Therefore, the better students have performed from those courses, the higher their 5C competencies, the even better performances they showed from digital mind mapping, digital storytelling and stop-motion animation.
|關鍵詞||5C能力、逐格動畫、數位心智圖、數位說故事、5C competencies、stop-motion animation、digital mind mapping、digital storytelling|