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Part IV. Storytelling and Learning in the 21" Century ] 133
available to students, which provided a digital manifestation of the traditional
hierarchical knowledge-sharing model. The services of the Web 2.0 turn,
which included blogs, wikis, and content-sharing portals, enabled users to
shift their roles from passive recipients to active participants and interactively
engage in collective networked knowledge construction without any prior IT
skills (Forgé, 2009; Hülber, 2012; Viräg, 2014). While Web 1.0 contributed
to learning by making information accessible, Web 2.0’s communication and
collaboration interfaces have enabled connectivist knowledge sharing and
collaborative creation. Meanwhile, Web 3.0 applications and information
environments enable personalized learning (Turcsänyi-Szab6, 2011).
All the features of the Internet and the digital tools therein support the
creation of narrative structures, individually or in groups. Students adapt to
the delocalized and networked learning environment, learning to access and
share information as well as organizing the social interactions involved in the
process. The interpersonal communication of contact hours is complemented
by the interactions of the students with their instrument, their instructor
and each other.
CHAPTER 2.
THE IMPACT OF DIGITAL STORYTELLING ON COGNITIVE AND
AFFECTIVE LEARNING FACTORS
Web 2.0 applications enable students to be creative and participate in a
constructivist or connectivist learning environment. While these integrated
learning environments offer students the opportunity to access more
resources and engage in more interactions compared to the traditional
classroom environment, the success of learning is highly dependent on the
student’s engagement in learning and self-regulation (Papp-Danka, 2014,
2015). Therefore, an integrated learning environment that promotes effective
learning can only be achieved through designing activities that enhance
engagement. This requires the teacher to provide structured learning material
and enable active personal participation in peer activities (Faragó, 2015).
Interactions and collaborative creative tasks increase affective and cognitive
engagement; affective engagement in turn increases the willingness to learn,
while cognitive engagement enables the use of targeted task-solving strategies.
According to Pellas (2014), engagement can be enhanced by developing self¬
efficacy and self-regulation. An effective way to promote this development is
to provide feedback and relevant support for problem solving. The complex
methodology of DST allows students to engage in a creative problem-solving
process through peer interactions while receiving a range of feedback from
peers and teachers in the process.
Empirical research in public education has shown that the use of DST
increased engagement in science (Hung, Hwang & Huang, 2012), biology