Increasing Learners' Self-Efficacy Beliefs and Curiosity through a Frankenstein-Themed Transmedia Storytelling Experience

Autor/inn/en	Nagy, Peter; Mawasi, Areej; Eustice, Kristi; Cook-Davis, Alison; Finn, Ed; Wylie, Ruth
Titel	Increasing Learners' Self-Efficacy Beliefs and Curiosity through a Frankenstein-Themed Transmedia Storytelling Experience
Quelle	In: British Journal of Educational Technology, 53 (2022) 6, S.1626-1644 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nagy, Peter) ORCID (Mawasi, Areej)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13202
Schlagwörter	Self Efficacy; Student Attitudes; Story Telling; Novels; Narration; Science Activities; Science Instruction; Academic Ability; Student Surveys; Educational Benefits; Multimedia Instruction; Teaching Methods; Computer Games; Hands on Science; Creativity + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Novel; Roman; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerbefragung; Bildungsertrag; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Kreativität
Abstract	Using Mary Shelley's "Frankenstein" as inspiration, this paper presents a Frankenstein-themed transmedia storytelling experience, which encompasses simple hands-on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self-efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands-on and online narrative activities compared with participating in only hands-on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands-on, online game experience and transmedia) had a significant positive impact on learners' self-efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01