Improving learner engagement through narrative digital storytelling

Background/context. In many STEM courses reflection often involves use of written pieces of work, which although effective, often is not very engaging for students. Video-based reflections in the form of digital storytelling has been shown to promote learner engagement and promote deep learning outcomes at the same time.The initiative/practice. A digital storybook assessment was implemented in an advanced XX Robotics course at XX University to replace a written reflection assessment. This assessment allows students to choose a topic of their interest and deep dive into it to explore their individual curiosity. The video format of the digital storybook allowed students to embed a wide range of ideas and examples and showcase these to an expert audience in an interactive, engaging format.Methods of evaluative data collection and analysis. Evaluation of this initiative was informed by Kirkpatrick’s Learning Evaluation model and involved seeking students’ perceptions about the activity through anonymous online questionnaires, tutor perceptions of student engagement and performance through semi-structured focus-group interviews, the lecturer’s observations through ongoing unstructured interviews and impact on students’ learning outcomes through overall results on this assessment compared to previous semesters.Evidence of outcomes and effectiveness. The results indicate positive influence in student engagement, better quality of submissions, reduced concerns around academic integrity and overall, much higher levels of student and tutor satisfactions.References.Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. Assessment and evaluation in higher education, 34(5), 565-577. doi:10.1080/02602930802226502Paull, M., Whitsed, C., & Girardi, A. (2016). Applying the Kirkpatrick Model: Evaluating an "Interaction for Learning Framework" Curriculum Intervention. Issues in Educational Research, 26(3), 490-507. Richardson, D., Griffin, N., Zaki, L., Stephenson, A., Yan, J., Curry, T., . . . Devlin, J. (2018). Measuring narrative engagement: The heart tells the story. BioRxiv. doi:10.1101/351148