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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 selfefficacy 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
