Tamar Ginzburg, Miri Barak
Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective
Journal of science education and technology
purpose study explore impact digital storytelling dst academic achievement critical thinking learning motivation senior high school students learning english foreign language oneyear study adopted pretest posttest quasiexperimental design involving 110 10th grade students two english classes independent variable information technologyintegrated instruction itii two different levels lecturetype itii comparison group dst experimental group quantitative qualitative data collected including english achievement critical thinking scores questionnaire responses learning motivation well recordings student teacher interviews evaluating effectiveness dst learning descriptive analysis analysis covariance ancova multivariate analysis covariance mancova qualitative content analysis used evaluating obtained data findings indicate dst participants performed significantly better lecturetype itii participants terms english achievement critical thinking learning motivation interview results highlight important educational value dst instructor students reported dst increased students understanding course content willingness explore ability think critically factors important preparing students everchanging 21st century