• 제목/요약/키워드: Effective Storytelling

검색결과 105건 처리시간 0.022초

Cyber University Students' Perceptions of a DST Project to Develop English Skills

  • Moon, Dosik
    • International Journal of Advanced Culture Technology
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    • 제8권4호
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    • pp.200-206
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    • 2020
  • Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.

스토리의 주체에 따른 브랜드 스토리텔링 광고효과 (The Effect of Brand Storytelling based on the Subject of Story)

  • 홍숙영;조승호
    • 한국콘텐츠학회논문지
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    • 제16권7호
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    • pp.112-121
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    • 2016
  • 본 연구는 스토리의 주체에 따른 스토리텔링 광고의 효과를 검증하기 위하여 스토리 없이 정보만 제공하는 비스토리텔링, 스토리의 주체가 기업(주)인 기업스토리텔링, 고객인 고객스토리텔링인 세 종류의 라디오 광고를 제작하였다. 이를 고등학교들에게 노출시킨 다음 광고 제품기억, 광고태도, 광고에 대한 감정, 제품구매의도, 광고 구전의도를 종속변인으로 측정하였다. 연구결과 제품명에 관한 기억은 기업스토리텔링 광고가 가장 효과적이었으며, 이는 스토리가 포함되지 않은 메시지에 노출된 집단과 유의한 차이를 보였다. 고객스토리텔링과 비스토리텔링 간의 태도에 유의한 차이가 있었으며, 광고에 대한 긍정적 감정에 있어 고객스토리텔링과 비스토리텔링, 고객스토리텔링과 기업스토리텔링 간에 유의미한 차이가 있었으나 기업스토리텔링과 비스토리텔링 간에는 차이가 없었다. 비스토리텔링이 광고메시지에 대해 가장 부정적인 감정이 높았으며 고객스토리텔링이 가장 낮은 것으로 나타났다. 고객스토리텔링과 비스토리텔링 간에 구매의도에 차이가 있었으며 구전의도에 있어 고객스토리텔링이 비스토리텔링, 기업스토리텔링에 비해 높은 것으로 나타났다.

프로모션 사이트의 인터랙티브 스토리텔링 사례 분석 (Interactive Storytelling Example Analysis of Promotion Site)

  • 안성혜
    • 한국콘텐츠학회논문지
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    • 제8권8호
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    • pp.65-73
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    • 2008
  • 기업의 웹 프로모션 사이트는 전 세계를 대상으로 마케팅을 펼칠 수 있으며, 브랜드 이미지를 다양한 표현방법으로 알릴 수 있고, 제품에 대한 정보를 다양한 각도로 흥미롭게 전달할 수 있는 장점을 가지고 있다. 이러한 기업 프로모션 사이트에서 효과적으로 정보를 전달하기 위해서는 소비자와의 인터랙션이 중요한 요인이며, 이를 위해 인터랙티브 스토리텔링의 이해가 필수적이다. 본 논문은 기업의 프로모션 사이트를 제작함에 있어 소비자의 효과적인 인터렉션을 유도할 수 있는 인터랙티브 스토리텔링에 대해 연구하고자 하는 목적을 가진다. 그 결과 인터넷 마케팅 프로모션의 단계인 방문유도, 흥미유발 및 참여유도, 고객정보획득, 고객의 니즈파악, 고객별 가치제공을 기준으로 웹 프로모션사이트의 인터랙티브 스토리텔링 사례를 분석하였다.

초등학생을 위한 디지털 스토리텔링 수업 설계 연구 (A Class Design Study on Digital Storytelling for Elementary School Students)

  • 홍지연;구덕회
    • 한국정보교육학회:학술대회논문집
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    • 한국정보교육학회 2011년도 동계학술대회
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    • pp.1-5
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    • 2011
  • 디지털 사회로의 변화는 새로운 정보화 능력을 갖춘 인간상을 요구하고 있으며 교육에도 큰 영향을 미치고 있다. 이러한 변화에 발맞추어 디지털 기술이 가진 역동적 상호작용성과 전통적 스토리텔링의 교육적 효과성이 결합된 디지털 스토리텔링이 탄생하였다. 디지털 스토리텔링은 기존의 스토리텔링을 뛰어넘어 움직이는 화면과 소리 등 멀티미디어적 요소를 함께 제공하기 때문에 학습자의 흥미를 쉽게 유발하며 초등학생의 다양한 지능을 자극하고 양방향적 상호작용을 가능하게 한다. 따라서 본 연구에서는 디지털 스토리텔링을 분석한 후 초등학교 현장에서 적용할 수 있는 학습요소의 추출하여 디지털 스토리텔링이 가능한 수업을 설계하여 제시하고자 한다.

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학습전략 이러닝 콘텐츠 개발 -스토리텔링을 중심으로- (Development of Learning Strategy e-Learning Contents based on the Storytelling)

  • 박성미
    • 수산해양교육연구
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    • 제24권2호
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    • pp.272-285
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    • 2012
  • The purpose of this study was to develop the Learning Strategy e-Learning Contents based on the storytelling in university students. The objective of the Learning Strategy e-Learning Contents based on the storytelling was to increase in learning skill which university students will use to keep major learning during their courses. The Learning Strategy e-Learning Contents was based on the results of pre-research on storytelling and learning skill. In order to verify the effectiveness of the Learning Strategy e-Learning Contents based on the storytelling, it was analyzed to validity of contents by five professionals. The results of the study were as follows. The Learning Strategy e-Learning Contents based on the storytelling for increasing in learning skill of university students consisted of 15 sessions which proceeding a per semester: the starting phase(1-2), the execution phase(3-13), and the ending phase(14-15). The subjects were 20 university students who had randomly assigned to an experimental group(10) and a control group(10). Subjects completed a learning skill scale. Data analyses were conducted using ANCOVA. The results of the analyses revealed that subjects of experimental group showed significantly higher scores on learning skill than one of control group. Based on the above results, it is concluded that the Learning Strategy e-Learning Contents based on the storytelling was effective in improving learning skill of university students.

패션 디자인 프로세스와 스토리텔링의 관계 정립에 관한 연구 (A Study on Establishing Relationship between Fashion Design Process and Storytelling)

  • 성유정;권기영
    • 한국의류산업학회지
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    • 제11권2호
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    • pp.210-218
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    • 2009
  • The Purpose of this study is to demonstrate Storytelling as an effective device for Fashion Design by establishing relationship between Fashion Design Process and Storytelling. Through researching a social background and a concept of storytelling, found that story used interactively is a powerful tool for attention, understanding and change in both individuals and communities. Analysed the elements and the structure of storytelling and Fashion Design Process, by researching preceding researches. Therefore, we proposed a new four elements -text factor, visual factor, audio factor and virtual factor- and four steps (1)exploring stories, (2)planning a story, (3)building the story, (4)do storytelling- of storytelling and four steps-(1)gathering and analysing informations, (2)building a concept, (3)planning and developing a design, (4)do evaluation and make decision- of fashion design process. Through comparative analysis, we found a closeness between two structures, a use of common factors and also found characteristics to be considered in each stage. In the first stage, we found text, visual and audio factor as common factors. In the second stage, we suggested text and visual factor as common factors and also suggested clarity, realism and probability as characteristics. In the third stage, we found text, visual and virtual factor and also found dynamism, immersion and continuity. In the last stage, we suggested text, visual, virtual and audio factor and also suggested presence and interactivity as characteristics.

초등예비 교사의 스토리텔링 기법 적용이 과학개념 습득 및 과학교수효능감에 미치는 효과 (The Effects of Storytelling Technique on pre-service teachers' Acquisition of Science Concept and Science Teaching Efficacy)

  • 이용섭
    • 대한지구과학교육학회지
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    • 제10권2호
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    • pp.226-234
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    • 2017
  • 본 연구의 목적은 '지층과 암석' 강좌를 수강하는 초등예비교사들을 대상으로 스토리텔링 기법 적용하여 과학개념 습득 및 과학교수효능감에 미치는 효과를 알아보는 것이다. 이를 위하여 '지층과 암석' 강좌를 수강하는 심화과정 1개 반(32명)을 대상으로 3월부터 6월까지 15주에 거쳐 실험처치를 하였다. 실험처치는 한 학기의 '지층과 암석'의 강좌를 수강하는 것이며 초등예비교사들이 모둠별 스토리텔링 기법으로 수업 시연을 하는 것으로 마무리 하였다. 연구의 결과 및 분석은 연구집단의 전-후 검사에서 대응 표본 t 검정으로 분석하였다. 본 연구의 결과와 논의를 바탕으로 결론을 내리면 다음과 같다. 첫째, 초등예비 교사의 스토리텔링 기법 적용은 과학개념 습득에 효과가 있었다. 둘째, 초등예비 교사의 스토리텔링 기법 적용은 과학교수효능감 함양에 효과가 있었다. 셋째, 초등예비 교사의 스토리텔링 기법 적용 수업은 긍정적인 반응을 보였다.

브랜드명성수준에 따른 브랜드 스토리텔링의 효과 (The Effect of Brand Storytelling in Brand Reputation)

  • 최수아;정효선;황윤용
    • 유통과학연구
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    • 제12권4호
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    • pp.55-63
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    • 2014
  • Purpose - Brands and products often play key roles in enabling consumers to experience a good attitude, resulting in mentally enacting a specific prototype and reliving the experience by retelling a specific story. Brand storytelling can function as an important tool for managing the brand. To successfully apply a firm's brand storytelling, it is important to prove the effectiveness of storytelling. Therefore, by utilizing the research of Escalas (1998) and Fog et al. (2005), a list of measurements for storytelling component quality (SCQ) was applied. In addition, customer attitudes toward brand storytelling were tested. In particular, if customers encounter a dynamic and interesting story, although the brand is not widely known, they can be in communion with the brand and establish an emotional connection (Hill, 2003). Thus, brand reputation was divided into two levels (high vs. low), and the difference in effectiveness between storytelling component quality and consumers' advertisement attitude, brand attitude, and purchasing intention was examined. Research design, data, and methodology - By using the measurement list used in Choi, Na, and Hwang (2013), 12 categories in the level of message quality, conflict quality, character quality, and plot quality were measured. In addition, categories of brand reputation, advertisement attitude, brand attitude, and purchasing intention were measured. The study was based on 181 final survey samples targeting undergraduate and graduate students in Gwangju Metropolitan City. Results - Consumer responses toward storytelling were researched in the context of brand characteristics or product attributes, such as brand reputation, differentiated from extant simple effects of storytelling. Some brands with high reputation enjoy a halo effect due to prior learning, while other brands with comparatively low reputation have trouble generating positive responses despite attempts to enhance the level of reputation or induce favorable attitudes. Although not all due to the component quality of storytelling, the case of brands with low reputation exerted more positive impact on consumer attitudes than did brands with high reputation. As mentioned earlier, consumer evaluation of the component quality of storytelling was categorized into advertising attitudes, brand attitudes, and purchase intention for this study; this provides managerial implications in other ways. The results imply that an effective application of storytelling could be an important emotional tool for the development of both brands with low brand awareness and of well-known brands. Finally, this study serves to increase consumers' understanding and ability in interpreting brand stories that marketers tell about themselves, as well as to highlight differential experiences with products by level of brand hierarchy. Conclusions - This research aimed to provide an objective guideline for storytelling component quality while considering brand awareness. Thus, brand reputation was considered for proving the baseline effectiveness of storytelling, and this study provided directions for strategic establishment of storytelling. Based on this, we conclude that in further studies, it will be necessary to systematically manage brand story by considering other situation variables and various story patterns, and studying their differences.

스토리텔링 활용 과학 수업이 초등학생의 학업 성취도, 과학 관련 태도 및 흥미도에 미치는 영향 (The Effect of Science Instruction with Storytelling on the Achievement, Science related Attitude and Interest in Elementary School)

  • 김효정;유병길
    • 대한지구과학교육학회지
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    • 제6권3호
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    • pp.207-220
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    • 2013
  • The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.