Dijital Hikâyelerin Çocuklar Üzerindeki Etkileri: Ebeveynler Ne Düşünüyor?

Yıl 2023, Sayı: 10, 43 - 57, 25.03.2023

Nesrin Hark Söylemez

https://doi.org/10.51531/korkutataturkiyat.1229074

Öz

Araştırmada, dijital hikâyelerin çocuklar üzerindeki etkilerini araştırmayı amaçlamıştır. Ayrıca ebeveynlerin dijital hikâye platformlarını kullanırken yaşadıkları sorunlar ve bu sorunlara yönelik çözüm önerileri de incelenmiştir. Araştırmada nitel araştırma desenlerinden fenomenoloji kullanılmıştır. Araştırmanın çalışma grubunu ölçüt örnekleme yöntemiyle seçilen 14 ebeveyn oluşturmuştur. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerinin analizinde içerik analizi kullanılmıştır. Araştırmada; ebeveynler dijital hikâyelerin çocuklar üzerindeki olumlu etkilerini en fazla okuma alışkanlığı kazandırma, motivasyonu artırma, okuma yeteneğini geliştirme, kelime hazinesini geliştirme, dinlediğini anlamayı kolaylaştırma, hayal gücünü geliştirme olarak ifade etmişlerdir. Ebeveynler dijital hikâye platformlarını kullanmanın çocuklar üzerindeki olumsuz etkilerini ise duruş bozuklukları, göz sağlığını ile ilgili sorunlar ve puan toplama kaygısı şeklinde belirtmişlerdir. Çocukların dijital hikâye platformlarını kullanırken yaşadıkları sorunlara ilişkin ebeveyn görüşleri, sistem ve donanım kaynaklı sorunlar ve kullanıcı kaynaklı sorunlar kategorileri altında toplanmıştır. Ayrıca ebeveynler, dijital hikâye platformlarında karşılaşılan sorunlara ilişkin sisteme ve çocuğa yönelik çözüm önerileri sunmuşlardır.

Anahtar Kelimeler

Dijital hikâye, dijital hikâye platformu, ilkokul öğrencileri, ebeveynler.

Effects of Digital Stories on Children: What Do Parents Think?

Öz

The research aims to investigate the effects of digital stories on children. Additionaly, the problems experienced by parents when using digital story platforms and solutions for these problems were also examined. Phenomenology, one of the qualitative research designs, was used in the study. The study group of the research consisted of 14 parents selected by criterion sampling method. A semi-structured interview form was used as a data collection tool. Content analysis was used in the analysis of the data. In the study, parents expressed the positive effects of digital stories on children as gaining reading habits, increasing motivation, improving reading skills, improving vocabulary, facilitating listening comprehension, and improving imagination. Parents stated that the negative effects of using digital story platforms on children are postural disorders, problems with eye health, and score collection anxiety. Parental views on the problems children experience while using digital story platforms are grouped under the categories of system and hardware-related problems and user-related problems. In addition, parents offered solutions for the system and the child regarding the problems encountered in digital story platforms.

Anahtar Kelimeler

Digital story, digital story platform, primary school students, parents.

Kaynakça

• Alexander, B. (2011). The New Digital Storytelling: Creating Narratives With New Media. In Praeger (Vol. 49). Praeger.
• Alkhlili, M. (2018). Using Digital Stories for Developing Reading Skills of EFL Preparatory School Pupils. Multi-Knowledge Electronic Comprehensive Journal For Education And Science Publications (MECSJ), (4), 68–88.
• Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and Critical Approaches to Language Learning and Digital Technology: Findings From a Multilingual Digital Storytelling Project. Language and Education, 32(3), 195–211.
• Baki, Y., & Feyzioglu, N. (2017). The Effects of Digital Stories on the Writing Skills of 6th Grade Students. International Online Journal of Educational Sciences, 9(3), 686–704.
• Cao, Y., Klamma, R., & Martini, A. (2008). Collaborative Storytelling in the Web 2.0. CEUR Workshop Proceedings, 386.
• Christakis, D. A., & Garrison, M. M. (2009). Preschool-Aged Children’s Television Viewing in Child Care Settings. Pediatrics, 124(6), 1627–1632.
• Chung, S. K. (2007). Art Education Technology: Digital Storytelling. Art Education, 60(2), 17–22.
• Clarke, R., & Adam, A. (2012). Digital Storytelling in Australia. Arts and Humanities in Higher Education, 11(1–2), 157–176.
• Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning About Urban Sustainability With Digital Stories: Promoting Collaborative Creativity From a Constructionist Perspective. Constructivist Foundations, 10(3), 388–396.
• Del-Moral-Pérez, M. E., Villalustre-Martínez, L., & Neira-Piñeiro, M. del R. (2019). Teachers’ Perception About the Contribution of Collaborative Creation of Digital Storytelling to the Communicative and Digital Competence in Primary Education Schoolchildren. Computer Assisted Language Learning, 32(4), 342–365.
• Dupain, M., & Maguire, L. (2005). Digital Story Book Projects 101: How to Create and Implement Digital Storytelling Into Your Curriculum. 21st Annual Conference on Distance Teaching and Learning.
• Engelland, C. (2020). Phenomenology. MIT Press Essential Knowledge series.
• Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. In The SAGE Handbook of Qualitative Data Analysis. London: Sage.
• Glesne, C. (2014). Becoming Qualitative Researchers. In Becoming qualitative researchers: an introduction (5th ed.). Pearson.
• Goodwin, K. (2016). Raising Your Child in a Digital World. Finch Publishing.
• Gregori-Signes, C. (2008). Integrating the Old and the New: Digital Storytelling in the EFL Language Classroom. Greta, 16(1&2), 43–49.
• Hamdy, M. F. (2017). The Effect of Using Digital Storytelling on Students’ Reading Comprehension and Listening Comprehension. Journal of English and Arabic Language Teaching, 8(2), 112–123.
• Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative Research Methods: When to Use Them and How to Judge Them. Human Reproduction, 31(3), 498–501.
• Hark Söylemez, N. (2021). An Examination of Studies on Digital Parenting. 4th International Congress of Human Studies.
• Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and Self-Control From a Dual-Systems Perspective. Perspectives on Psychological Science, 4(2), 162–176.
• 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 and Society, 15(4), 368–379.
• Kasami, N. (2018). Advantages and Disadvantages of Digital Storytelling Assignments in EFL Education in Terms of Learning Motivation. In Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 (pp. 130–136). Research-publishing.net.
• Kearney, M. (2011). A Learning Design for Student-Generated Digital Storytelling. Learning, Media and Technology, 36(2), 169–188.
• Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum Qualitative Sozialforschung, 7(1).
• Kucirkova, N. (2018). Children As Authors of Digital Books. In How and Why to Read and Create Children’s Digital Books (pp. 87–107).
• Lambert, J., & Hessler, B. (2018). Digital Storytelling Capturing Lives, Creating Community (5th ed.). Routledge. Lee, H. (2016). Neck Pain and Functioning in Daily Activities Associated With Smartphone Usage. The Journal of Korean Physical Therapy, 28(3), 183–188.
• Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences. Early Childhood Education Journal, 46(1), 129–139.
• Liu, C.-C., Liu, K.-P., Chen, G.-D., & Liu, B.-J. (2010). Children’s Collaborative Storytelling With Linear and Nonlinear Approaches. Procedia - Social and Behavioral Sciences, 2(2), 4787–4792.
• Mayring, P. (2021). Qualitative Content Analysis: A Step-by-Step Guide. 113–167.
• McLellan, H. (2007). Digital Storytelling in Higher Education. Journal of Computing in Higher Education, 19(1), 65–79.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications.
• Mohamad Jafre, Z. A., Pour-Mohammadi, M., Souriyavongsa, T., Tiang, C. D. d/o B., & Kim, N. O. L. (2011). Improving Listening Comprehension among Malay Preschool Children Using Digital Stories. International Journal of Humanities and Social Science, 1(14), 159–164.
• Ng, K. C. (2007). Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and Pedagogical Implications. The International Review of Research in Open and Distributed Learning, 8(1).
• Niemi, H., Niu, S., Vivitsou, M., & Li, B. (2018). Digital Storytelling for Twenty-First-Century Competencies With Math Literacy and Student Engagement in China and Finland. Contemporary Educational Technology, 9(4), 331–353.
• Öztaş, S., & Kılıç, B. (2017). The Evaluation of Students’ Opinions of Teachıng the Atatürk’s Principles and History of Revolution Course With Distance Education. Turkish History Education Journal, 6(2), 268–293.
• Patton, M. Q. (2014). Qualitative Research & Evaluation Methods. In Sage (4th ed.). SAGE Publications, Inc. Porter, B. (2005). DigiTales: The Art of Telling Digital Stories.
• Price, D. M., Strodtman, L., Brough, E., Lonn, S., & Luo, A. (2015). Digital Storytelling. Nurse Educator, 40(2), 66–70.
• Prosser, A. (2014). Getting off the Straight and Narrow: Exploiting Non-linear, Interactive Narrative Structures in Digital Stories for Language Teaching. CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, 318–323. Research-publishing.net.
• Qoura, A. (2016). Using Digital Stories for Developing Reading Skills. The Egyptian Association for Reading and Literacy.
• Ramirez Verdugo, D., & Alonso Belmonte, I. (2007). Using Digital Stories to Improve Listening Comprehension With Spanish Young Learners of English. Language Learning and Technology, 11(1), 87–101.
• Robin, Bernard R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228.
• Robin, Bernard Ross. (2006). Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning. Proceedings of Society for Information Technology & Teacher Education International Conference.
• Rolfe, G. (2006). Validity, Trustworthiness and Rigour: Quality and the Idea of Qualitative Research. Journal of Advanced Nursing, 53(3), 304–310.
• Rossiter, M., & Garcia, P. A. (2010). Digital Storytelling: A New Player on the Narrative Field. New Directions for Adult and Continuing Education, 2010(126), 37–48.
• Sadik, A. (2008). Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning. Educational Technology Research and Development, 56(4), 487–506.
• Sandaran, S. C., & Kia, L. C. (2013). The Use of Digital Stories for Listening Comprehension Among Primary Chinese Medium School Pupils: Some Preliminary Findings. Jurnal Teknologi, 65(2).
• Smeda, N., Dakich, E., & Sharda, N. (2014). The Effectiveness of Digital Storytelling in the Classrooms: A Comprehensive Study. Smart Learning Environments, 1(1), 6.
• Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. In Santa Monica, CA: RAND Corporation.
• Spaniol, M., Klamma, R., Sharda, N., & Jarke, M. (2006). Web-Based Learning With Non-linear Multimedia Stories.
• Tabieh, A., Al-Hileh, M., Afifa, H., & Abuzagha, H. (2021). The Effect of Using Digital Storytelling on Developing Active Listening and Creative Thinking Skills. European Journal of Educational Research, 10(1), 13–21.
• Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 72(2), 271–324.
• Tour, E., Gindidis, M., & Newton, A. (2021). Learning Digital Literacies Through Experiential Digital Storytelling in an Eal Context: An Exploratory Study. Innovation in Language Learning and Teaching, 15(1), 26–41.
• Türker, A., & Dündar, E. (2020). Covıd-19 Pandemi Sürecinde Eğitim Bilişim Ağı (Eba) Üzerinden Yürütülen Uzaktan Eğitimlerle İlgili Lise Öğretmenlerinin Görüşleri. Milli Eğitim Dergisi, 49(1), 323342.
• Vohs, K. D., & Baumeister, R. F. (2004). Ego Depletion, Self-Control, and Choice. In Handbook of Experimental Existential Psychology (pp. 398–410). The Guilford Press.
• vom Lehn, D., & Heath, C. (2022). Embedding Impact in Research: Addressing the Interactional Production of Workplace Activities. British Journal of Management, 33(2), 539–552.
• Yoon, T. (2013). Are You Digitized? Ways to Provide Motivation for ELLs Using Digital Storytelling. International Journal of Research Studies in Educational Technology, 2(1).
• Yousef, A., & Aljaraideh, Y. (2020). The Impact of Digital Storytelling on Academic Achievement of Sixth Grade Students in English Language and Their Motivation Towards It in Jordan. Turkish Online Journal of Distance Education, 73–82.
• Yuksel, P., Robin, B. B. R., & McNeil, S. (2011). Educational Uses of Digital Storytelling Around the World. Society for Information Technology & Teacher Education International Conference, 1. Association for the Advancement of Computing in Education (AACE).