Page 151 [151]
150 | Digital Media and Storytelling in Higher Education
the students’ knowledge of the use of the relevant tools and environmental
factors such as time, classroom, and technical equipment all influence the
quality of the videos (Lanszki, 2019).
Previous research has shown that creativity can be developed through the
creation of digital narratives. Gresham (2014) conducted an action research
study on the impact of DST on the creativity of seventh-grade students (n =
22) in a blended learning environment. An online learning platform provided
opportunities for collaboration, the expression of reflections on each other’s
work, and peer assessment. Questionnaire-based attitudinal and observational
data as well as information from students’ learning diaries showed that
DST improved students’ problem-solving skills and their ability to focus on
tasks, as well as their risk-taking, flexibility, cooperation and responsibility.
Coppi (2016) measured the development of the creativity of 11-year-old
students (n = 14) through a pre- and post-test using the Torrance Test of
Creative Thinking (TTCT). He found no significant differences in fluidity,
flexibility and originality, although positive changes were suggested by the
pupils’ metacognitive reports. In a control group study (n = 100), Yilmaz and
Goktas (2017) compared the effects of traditional storytelling and storytelling
in augmented reality. The study demonstrated that there were significant
increases in scores for narrative skills, story length and creativity for the
participants that worked in the augmented digital environments.
Lanszki (2019) explored teachers’ views on how to develop student creativity
by analyzing the content of case studies of teachers using DST (n = 14). The
teachers were able to take interpersonal communication, student collaboration,
and individual problem-solving to a higher level, and they were also able to
develop their students’ critical and flexible thinking skills.
The P21 framework covers the key competencies of students in the 21*
century, and the Digital Competence Framework for Educators (DigCompEdu),
published by the European Union, thematizes the key competencies that
teachers need for the labor market. A teacher in the information society must
have the core competency to effectively communicate and collaborate digitally
with colleagues within the organization and to be constantly trained in the
applications required for their practice. Competencies required for teachers
also include the abilities to search, modify, and share digital content, as well
as to use the tools of online collaboration, learning support and evaluation.
The teacher should develop students’ information, and media literacies and
problem-solving skills in addition to supporting online collaboration and
creative processes (Redecker, 2017; Dringö-Horväth et al., 2020).
The practice of receiving and composing narratives in an integrated learning
environment can also be interpreted through the use of a large framework.
Such competency frameworks have been developed by The International
Socielty for Technology in Education (ISTE) for teachers, students, and
education leaders. ISTE’s frameworks for educators and students focus on
the competencies related to teaching and learning that can be supported by