• Communications of Mathematical Education
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• v.27 no.3
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• pp.321-339
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• 2013

This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. We have developed mathematics textbook model for 2nd grade in middle school based on storytelling. It was applied in the middle school classroom and the results were analyzed. In order to develop the mathematics textbook model, the procedures and methods of development were extracted from the literature. And mathematics textbook model was developed in accordance with the process and methods. To apply it in school 20 hours of instruction were carried out. For the analysis of the results, we conducted a questionnaire survey, the teachers' interview, the affective test and math anxiety test. Through the results of this study, we will be able to check the possibility of storytelling in mathematics class. And it will be also the foundation of mathematics teaching and learning based on storytelling in middle school.

• The Mathematical Education
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• v.52 no.3
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• pp.335-361
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• 2013

The purpose of this study is to analyze effects on storytelling materials of statistics in the middle school classroom lesson. For this purpose, a story is developed by the Zazkis & Liljedahl's model and applied to the 7th graders of 4 classes in a middle school. After the comparison between 5 hours of storytelling lessons and ordinary lessons, the following research findings are obtained. First, storytelling material brings a positive effect on student's academic achievement. It is also shown by the qualitative analysis that this result was caused by cognition of data observation, data transformation, and unification of data with context. Second, storytelling material brings a positive effect on student's affective attitude. It is also validated by the qualitative analysis that students show the positive change in mathematical value cognition and the interests in the lesson.

• Journal of Digital Contents Society
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• v.15 no.1
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• pp.61-68
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• 2014

In the past, to stimulate customers' rationality were used as a marketing methods but the storytelling marketing is appealing to consumers by showing product or brand value. Storytelling marketing attracts clients favorable attitude. In this research, I tried to figure out how emotional storytelling and humor advertising affects to brand attitude a quality of products according to advertising types, brand image, trust, interest, message, advertising model, intension of purchase and recommendation requisite to impact on brand attitude. As a result emotional storytelling was more effective than the humor advertising method when forming the brand attitude and brand image. Also, among the types of advertisement, emotional storytelling tended to bring a significant difference between men and women. Emotional storytelling advertisement are increasing and being competitive. Therefore, we need notable advertisement. It is a significant research to understand how advertising type affects to consumers.

• Journal of Korea Game Society
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• v.16 no.4
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• pp.15-24
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• 2016

The purpose of this study is to propose a storytelling board game model using cards, focusing on motif theory illustrated at , a type of software that supports story-making. First, the study categorizes storytelling board games into 4 types, then sets a development objective. Furthermore, after creating a 205 types of motif cards according to motif categorizing system, the study presents development model of both basic and expansion mode. The study aims to verify its game characteristics and elaborate its model through focus group tests henceforth.

• The Journal of the Korea Contents Association
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• v.6 no.4
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• pp.109-116
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• 2006

This study is to present 'game-storytelling' is based on 'hero-storytelling' and to transform the basic pattern which is extracted from 'heroic-storytelling' so that it can be applied to 'game-storytelling'. 'Game-storytelling' has the similar foundation as 'heroic storytelling'. It begins with an extraordinary birth, introduction to the strange world, exploration, adventure, birth of a hero and finally return of a hero. The most distinctive feature of stages is the conquest of outer and internal limitation. Each stage goes through the process of compensation and outer, internal acknowledgements. These processes are the structural core of game storytelling. Generally, stage 1 to 5 includes background stories, stage 6 to 9 are the progress of game, and stage 10 to 12 are the transformation of game with rules and genre.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.447-456
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• 2015

In this paper a new model of storytelling related to patent in the field of business as a sort of Intellectual Property(IP) was proposed. The patent related storytelling is investigated in the view points of variety of customers, purposes and applications which is different from the conventional OSMU, transmedia or crossmedia storytelling. In business there are several stages related to patent such as the initial conceptualization and development of technology, apply for and registration of patent, legal conflict like patent invalidation trial and action for infringement of patent and damages, and the commercialization stage like development of product based on patent, advertisement and marketing. Multiple sources optimized to the purpose in each stage of patent related business as well as to multiple convergence application of a patent. Similarly, multi-use refers to the fact that storytelling can be applied in each stage of patent oriented business. The effectiveness and usefulness of proposed MSMU model is also investigated.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.221-248
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• 2013

Among five types of the model textbook based on storytelling, the type of 'Inquiry into history of Mathematics' focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for 'Inquiry into History of Mathematics' by analyzing the chapter about 'Complex number and Quadratic Equations' of the model textbook. The chapter was implemented in classroom environment and students' understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.341-356
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• 2013

This research is about storytelling in middle school geometry. This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. In order to develop the mathematics textbook model, development of procedures and methods were extracted from the literature. And mathematics textbook model were developed in accordance with the process and methods. Examples are presented in terms of the development of material with 'story as a communication tool', 'familiar story as a script' 'universality of the world or simulation of life as a story', 'story as a means to foster creativity: story making'. Through the results of this study, we are also able to check the possibility of storytelling in mathematics class. And this study will be the foundation for teaching and learning using storytelling.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.305-333
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• 2005

The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling with dramatization upon children's competence of English speaking and listening. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. This study is sequenced as selecting stories by way of consulting literatures, developing a teaching model for practising classes through storytelling with dramatization, and analyzing the data resulting from the pre- and post-listening/speaking tests using the SPSS program. The results of this study can be summarized as follows: the experimental group shows better significance than the control one in the listening and speaking post-test. Therefore, literary units also need to be incorporated into English textbooks in order to improve children's aural-oral competence through the storytelling with dramatization.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.143-157
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• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.