Non-linear digital storytelling: Effect on technology utilization and writing self-efficacy

Abstract

This study aimed to investigate the effect of non-linear digital storytelling on pre-service teachers’ use of information technologies and their writing self-efficacy. It also focused on the effects of non-linear digital storytelling in education environments. Convergent parallel design, one of the mixed methods, was used in the study. The quantitative part of the study was designed with pretest-posttest control group design while the qualitative part was designed as a case study. The study group consisted of pre-service teachers enrolled in the Multimedia Design and Development course at the Computer Education and Instructional Technologies Department. In the framework of the study, the pre-service teachers in the experimental group participated in the non-linear digital storytelling activity while the pre-service teachers in the control group participated in the linear digital storytelling activity. Self-Efficacy Scale for Using Communication and Information Technologies, Writing Self-Efficacy Scale, semi-structured interview form and student reflections were used to collect the data. Based on the results of the study, it was found that non-linear digital storytelling method did not significantly affect the use of information technologies and writing self-efficacy statistically. The analysis of qualitative data presented the advantages and various aspects of using the non-linear digital storytelling method in education. © 2021 Elsevier Ltd