Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach to improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.

Summary

This study explores the effectiveness of integrating project-based learning (PBL) strategies with digital storytelling and its influence on student motivation, problem-solving skills, and academic achievement. Conducted with 117 fifth-grade students in Taiwan, the research compared a project-based digital storytelling model with traditional PBL instruction over 16 weeks. Researchers used Likert scale questionnaires, problem-solving assessments, achievement tests, and student interviews to gather data. Results showed that students who participated in the digital storytelling approach demonstrated higher levels of motivation, problem-solving competence, and academic achievement than those in the control group.

Evaluation

A major strength of the study is its integration of cooperative, experiential learning with practical classroom activities, creating a concrete model for educators to employ. Although the combination of quantitative and qualitative data helps validate the researchers’ findings, the study’s generalizability may be limited because it was only conducted in one grade-level classroom for a relatively short duration.

Reflection

This research has meaningful implications for curriculum and course design for students with autism. Project-based digital storytelling offers structured yet creative opportunities that can support student engagement and skill development. The storytelling component can also provide alternative pathways for self-expression and perspective-taking. Although project-based activities encourage collaboration and problem-solving, which can be challenging to some students with autism, these activities can be scaffolded to support varying individual needs and aptitudes. Integrating technology in this way aligns well with inclusive design principles, helping create learning environments that are motivating, accessible, and responsive to diverse learners.