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Multimedia Integration

Running head: EFFECTS OF MULTIMEDIA INTEGRATION

Does Multimedia Integration Benefit Student Learners?

Jennifer L. Motter

California State University, Northridge

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Abstract

This study questions the benefits of multimedia curriculum implementation by addressing

student motivation, engagement, success, and memory of details. Using multimedia as a

learning tool was studied by specifically comparing digital storytelling and traditional

written storytelling methods. Multimedia was studied as a form of alternative assessment

and an alternative option for underachieving students. The importance of visual

communication and visual literacy’s integration into the learning environment and their

influence on students living in a highly stimulated contemporary society was also

considered. As a result of these research questions, specifically the outcomes involving

multimedia, the impact that digital storytelling has on students’ learning in a

contemporary society was identified. Research data on the storytelling unit was collected

by conducting student interviews, online attitude surveys, observation notes on student

participation, student written reflections, and project results. According to the qualitative

data collected from this study, students prefer and perform better when multimedia is

integrated into the curriculum. Quantitative data proved that 10% of students scored

higher on the digital story project than the written fictional story. This was the result of

a higher completion rate and lower grade spread for the digital story project.

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Does Multimedia Integration Benefit Student Learners?

“Without image, thinking is impossible.” (Aristotle, as cited in Benson, 1997, p. 141)

According to Cornell University’s Computer Science Department online glossary,

“multimedia” is defined as “a combination of several media types in a single digital

object or collection, e.g., images, audio, video.” Stokes (2001) stated that classroom

instruction needs to change to provide students with adequate instruction. Stokes’

feelings reflect study results showing the validity of visual thought and learning alone, or

combined with traditional oral teaching methods. Many believe that visuals are a

necessary component of learning. In order to achieve success students need visual

instruction and must apply their visual literacy knowledge. As educators, we need to find

adequate ways to address the different instructional needs of individuals, multiple

intelligences, and learning styles (Gardner & Hatch, 1989). The role of educators is to

act as a guide for learners; therefore it is the responsibility of the instructor to reach as

many individuals as possible. The problem existing in many classrooms today is that

traditional lecture-based teaching is still being used as a way to teach students, rather than

allowing student interaction with online activities, which enables them to become part of

the learning process.

Research shows that learners respond differently to various types of instruction

due to their preferred learning style. Through use of multimedia, different learning styles

and Gardner’s eight intelligences can be addressed (Gardner & Hatch, 1989).

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Smith (2002, http://www.infed.org/thinkers/gardner.htm) stated, that Howard Gardner, creator of the “multiple intelligences theory,” argued and provided evidence that there are eight intelligences. “Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural settings'” (Gardner & Hatch, 1989).

Like Gardner, Richard Felder and Rebecca Brent (2005) believed that student

differences exist, and that it is the responsibility of the educator to address these different

types of learners. According to Felder and Brent, learning styles are classified as

“characteristic cognitive, affective, and psychological behaviors that serve as relatively

stable indicators of how learners perceive, interact with, and respond to the learning

environment” [7]. Felder and Brent (2005) state that learning styles contribute to the

cognitive learning differences between individuals. Creative thinking comes natural to

some, while others have great trouble abstractly thinking and prefer factual information.

Some students learn better working with hands-on learning, and others find studying text

to be more insightful. Lecture-based education works best for some learners, but others

need visual representation to clearly understand concepts. No learning style is superior to

another. Different people simply need instruction geared towards their individual

learning needs. Students need the skills to adjust to every learning style in order to

function as professionals (Felder & Brent, 2005).

Storytelling

Digital storytelling, according to Center for Digital Storytelling, is defined as a

practice involving a variety of media types. Daniel Meadows (2007), digital storyteller,

refers to digital stories as, tales unique to individuals. He describes digital storytelling as

a democratic method because anyone can create one and display it to the public. Bull and

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Kajder (2004) believed that through use of technology, digital stories can send strong

meaningful messages. It was their belief that everyone has a story to tell. Barrett

(2005) argues that many times stories are forgotten without personal

reflection; people are more likely to reflect on a story if it’s told

digitally. Digital storytelling is important because it allows students

freedom to choose the media by which their story is told.

Digital storytelling, as defined by this study’s research process, is telling a story

solely through visual imagery, eliminating text, and utilizing technology. Bull and Kajder

(2004) identified seven different storytelling elements. Those seven elements are: a point

(of view), a dramatic question, emotional content, the gift of your voice, the power of the

soundtrack, economy, and pacing. Students gain control when it comes to storytelling.

The student functions as the director, photographer, editor, and composer. The challenge

and motivation for many students when creating a digital story utilizing technology, is

that they are the ones in control of all of these various tasks, and the finished end product

is their reward (Banaszewski, 2002).

Purpose Statement

This action research study focused specifically on digital storytelling versus

traditional written/oral storytelling methods. Does the integration of multimedia into the

curriculum benefit student learners?

In order to study the role of multimedia this study’s research means was a project-

based multimedia assignment integrating technology into the curriculum for student

digital story creation.

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Through this study’s research the following questions were addressed:

A. Does multimedia such as, digital storytelling, help to motivate student learning?

B. Does the use of multimedia as a learning tool in the classroom produce a high- level of student learning engagement?

C. Can multimedia be used as an alternative assessment?

D. Does multimedia creation serve as an alternative option for underachieving students that struggle with core classes?

E. Are more successful learning results produced through the use of multimedia as a learning tool than traditional teaching methods?

F. Does the use of multimedia as a learning tool aid in student memory of details?

The value of utilizing visuals in a learning environment, and specifically how

multimedia as a classroom learning tool impacts students were evaluated through this

study. Also the importance of visual communication and visual literacy’s integration into

the learning environment as a learning tool, and their influence on students living in a

highly stimulated contemporary society was researched.

Importance of the Study

The information collected in this study will be of value to the educators across the

curriculum. The data presented will provide information on how to create a hands-on

digital story project utilizing visuals and technology. If positive effects are found in

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student learning as a result of multimedia integration then professional development

workshops could be instilled to aid teachers in multimedia curriculum implementation

and accomplish multimedia literacy amongst educators.

Action Research

Students were challenged to communicate visually and tell a story through a

hands-on project-based assignment, rather than traditional written/oral storytelling

methods. Student engagement, motivation, memory of details, and success rate were

evaluated and assessed through both the creation of a digital story and a traditional

written story. The process of digital storytelling creation and presentation versus

traditional written/oral storytelling methods that took place in the classroom environment

aided in data collection based on the students’ experiences.

This research study builds off of previous studies in the areas of digital

storytelling, multimedia, and visual communication as learning tools. Multiple

intelligences and multimedia as an alternative form of assessment will also be referred to

in this study.

Several types of data were collected to help answer the study’s question on the

affects of multimedia in the classroom. Both qualitative and quantitative data was

collected through use of a control group to determine independent and dependent

variables of this research study. A Digital Imaging class, N= 38 students, functioned as

the control group. The student population that aided in this research is a cultural and

gender diverse group that lives in a suburban San Fernando Valley area of Los Angeles

and included ninth through twelfth graders. Student feedback on the results of multimedia

integration within the learning environment was provided through use of attitude surveys,

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interviews, student projects, written reflections, and observation. Students gained

knowledge of artistic and technical skills as a result of project-based assessment. Visual

literacy played a major role in the learning process involved in students’ digital story

creation. Students learned to communicate visually by incorporating multimedia that

they’re familiar with in our contemporary environment.

The control group observation took place during a six-week period in which

several types of research methods were conducted. Data analysis and literature collection

took additional time. The entire action research project took about twenty weeks to

complete. A form of traditional written/oral storytelling first took place in class. Students

participated in a creative writing assignment involving the creation of a one-page

fictional story. Each student was paired with a peer in the classroom and shared their

fictional stories. Student performance was observed determining motivation and

engagement. In the days that followed, students completed written reflections recalling

details from their partners’ stories.

For the following five weeks students participated in a hands-on project creating

their own digital stories utilizing technology. The same observation and evaluation

methods used for the written fictional storytelling lesson took place. After the digital

story projects were complete students presented their project to their same peer partner.

The remainder of the time was spent researching and collecting other forms of research

data. Individual student interviews were given comparing and contrasting traditional

written/oral storytelling methods to digital storytelling methods. Online attitude surveys

based on the integration of multimedia in storytelling and visuals as learning tools in the

classroom were part of the data collection.

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The student data results of this research study were compared for similarities and

differences. Student interviews, online attitude surveys, observation notes on student

participation, written reflections, and project results was included in the data analysis of

this research study.

As a result of these research questions, outcomes involving multimedia,

specifically the impact that digital storytelling has on student learning in a contemporary

society were found. Student classroom performance was monitored to observe the

impact of multimedia on a variety of learners, and whether or not it can be successfully

employed in the classroom to enhance and engage student learning while helping students

succeed.

Definitions of Terms

Multimedia- A combination of media types including sound, animation, video and

graphics.

Storytelling- Delivery of a created or shared story.

Digital Storytelling- Telling a story utilizing digital imagery.

Traditional Storytelling- Telling a story through words or text.

Visual Literacy- The ability to understand the meaning of imagery and translate

visual representation of thoughts and words.

Adobe Photoshop- Software for the creation and manipulation of 2-D graphics.

iMovie- Video editing software developed by Apple.

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REVIEW OF THE LITERATURE

This research study builds off of previous studies in the areas of digital

storytelling, multimedia, and visual communication as learning tools. Multiple

intelligences and multimedia as an alternative form of assessment is also referred to in

this study. The following ideas presented by Wilhelm (2005, p.1) were used as a

foundation for my research: “In order for students to be marketable in modern society,

they must acquire visual literacy skills” (Roblyer & Edwards, 2000). “Multimedia

formats capture children’s interest and are more easily understood, allowing the learner to

focus on higher-level processes such as identifying problem-solving steps” (Cooper,

2003).

Media Literacy

Students are constantly exposed to various types of media in the world today.

Students take in different types of visual communication on a daily basis in the form of

advertisements, videos, and Internet. However, the language of visual communication

and media literacy is still not a focus in most schools.

Students are familiar with today’s technology i.e.: cell phones, iPods, and laptops.

During their free time, many students engage in intensive stimulating activities such as

playing web games and video games including Counter-Strike and Grand Theft Auto.

They spend their free time watching music and entertainment videos through sites such as

YouTube.com instead of watching TV. Online chatting through IM (AOL Instant

Messenger), and popular web blogs and forums including MySpace, Facebook, and

LiveJournal take the place of face-to-face communication. Would students be less likely

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to be victims of Internet predators if proper use of these new technologies was part of the

curriculum? Can students take technical skills learned in the classroom and apply it to

their everyday lives?

Self-publishing, as defined by DoAskDoTell.com (2007), is the presentation to

the public as an open publication of a work by the author of the work, based on the

financial resources of the author, without the intervention or investment of a third party

(and normally without public financial reportability or accountability). Self-publishing is

currently used by over half of America’s youth and 57% of youth Internet users (Jenkins,

2006). Students post information for others to view via web through open source

software. Open source is an online interface that allows website users to submit relevant

material to the website authors for sharing with other users

(http://mynasadata.larc.nasa.gov/glossary.html, 2007).

Technology can play an influential role as an instructional tool in the classroom.

Further questions answered through this research study include: Should these types of

multimedia have a place in the classroom? Can student learning be enhanced through use

of media that students are familiar with?

Visual Literacy

According to the PBS media literacy glossary (2004) “visual literacy” is defined

as the ability to look at visual information with perception. A visually literate person

understands how visual elements contribute to the meaning of the whole. Currently,

visual literacy is not frequently taught in many schools’ curriculum. Students are not

properly being prepared to function in today’s society.

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http://mynasadata.larc.nasa.gov/glossary.html


Finding the meaning behind an image constitutes as visual literacy. Greek scrolls

from 500 B.C. mention image use as a way to enhance learning and memory (Moore &

Dwyer, 1994). West (1997) exemplifies how imagery can be used to enhance learning by

instructing with interactive graphics in mathematics rather than lecture. Students are

more active learners while “doing” rather than “watching”. West (1997) stated. “The

words go into an idea only after the idea has already settled in our mind” (p. 275). Visual

aids as learning tools are proven to have various success rates (Stokes 2001).

Visual literacy has various levels from simply identifying what an image is to

analyzing an image to identify a hidden meaning. Older viewers’ perspectives may differ

from younger viewers because they have more personal experience and more acquired

knowledge (Yenawine, 1997). According to Stokes (2001) the age range of the viewer

effects what type of visuals they prefer. Younger viewers prefer simple visuals, while

older viewers prefer more complex imagery. According to Yenawine (1997) “Many

aspects of cognition are called upon, such as personal association, questioning,

speculating, analyzing, fact-finding, and categorizing.” With practice a viewer develops

analyzing skills and a deeper objective outlook. A viewer tends to develop an

understanding for imagery based on previous experience and exposure. The message or

meaning an individual takes away from an artwork is influenced by media and societal

ideas of the time (Yenawine, 1997). Our reality of what an image represents is created

from our prior experience, emotional state, and beliefs. The cognitive stand is rooted in

ancient imagery and constructivism beliefs (Moore & Dwyer, 1994).

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Visual Literacy Education

Yenawine (1997) states that visual literacy receives little to no recognition of its

importance as a language. Visual literacy is not taught, nor is there standards on how to

teach visual literacy strategies that instruct the viewer on how to view an image. Visual

literacy should be taught similar to reading. Both should involve a slow building learning

process in order to understand the meanings behind the imagery or text.

As cited by Yenawine (1997), Abigal Housen is an aesthetic development

researcher. She believes that an individual can experience strong feelings and develop a

personal understanding towards art similar to literature. Housen’s theory of aesthetic

development and understanding is comprised of various viewer stages. In stages I and II

the viewer is considered “pre-literate”. The viewer defines what they see by what they

know through life experiences. The viewer begins to trust his or her own personal

judgment by stage II. They start to break down the elements of an image to determine its

meaning. Housen refers to viewers as “functionally literate” by the end of stage II. They

attain basic literacy skills, and can determine what imagery interests them. Transitional

stages include III, IV, and V. In these stages the viewer learns to apply art history and art

criticism when deciphering the meaning behind an image. The viewers can demonstrate

a complete visual literacy understanding by creating their own artwork in an art studio

class. Visual literacy is an ongoing learning process that takes practice (Yenawine,

1997).

Beacham, Bouchlaghem, Sher, and Wilson (2002) presented case studies on

digital imagery and visualization to determine an individual’s understanding and learning

of content through multimedia. The article refers to imagery as a way to send a message

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or tell a story. Students can be inspired to reflect and observe more through the use of

imagery. An image, according to the article, offers a different perspective than an oral

lecture. This study, although at a higher education institute, is relevant to the content

area. Wilhelm (2005) states that imagery use is becoming more widespread in our culture

today and schools must adjust their curriculums accordingly.

Color’s Impact on Visual Literacy

Kleinman and Dwyer (1999) studied color usage in visual aids. Their study

proved that color graphics opposed to black and white imagery are proven more

successful when used as learning tools. Another study by Myatt and Carter (as cited in

Heinich et al., 1999) suggested that color graphics are only successful when they are

matched with instructional content. Students may prefer certain imagery types that do not

necessarily benefit their learning.

Visuals and Multimedia in Learning

Students’ knowledge or exposure to various types of graphics may also effect how

graphics impact their learning. Lessons with animated graphics, still graphics, or no

graphics produce varying student learning results. How graphics are used in a lesson can

also benefit different types of learners. Certain types of graphics are better at

representing procedural or descriptive lesson elements. While animated graphics draw

attention to themselves, they sometimes detract from the information being relayed.

Chanlin (1999) suggested that animated graphics are a successful learning tool for male

students. Roshan and Dwyer (1998) found no relevant difference when using a variety of

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still image types. However, the study did prove that imagery-integrated instruction

changes learning results.

Riesland (2005) stressed the need for visual language taught in classrooms. She

felt students need to possess visual decoding methods to find the meaning in everyday

visuals including commercials and Internet pop-up advertisements. Riesland offered

many theories on how to include educational multimedia in the classroom including

Seymour Papert’s (1980) constructionist notion of learning by design and student

participation in “real-world” simulated projects. Riesland also mentioned Garthwait’s

(2001) multimedia design program that focuses on encouraging students to utilize various

types of media.

Settle, Sneddon, and Triggs (2001) stated that multimedia allows students to

control their learning experience while helping motivate students to actively involve

themselves in the learning process by promoting problem solving and group work.

Students can more freely work at their own pace as a result of multimedia delivery.

According to Stokes (2001), students who were able to work at their own pace performed

better than those that had to follow a formatted timeline.

McKay (1999) took into consideration the learner’s prior knowledge as well as

their learning style while conducting studies on visual integration versus text only

instruction. Learners with little previous subject matter experience and verbal cognitive

styles of learning performed best with text and graphics. Those with little previous

subject matter experience and little visual literacy skills performed better with the text

only instruction. Overall, the text-plus-graphic instruction provided the highest test score

improvement. Furthermore, novice learners with little prior experience from both

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learning style types maintained a higher improvement rate in test scores than the learners

experienced in the subject matter. W. Howard, H. Howard, and Rasmussen (2004)

studied the huge role interactivity plays in the present day media rich environment.

Multimedia as an Alternate Assessment

Alternative assessment calls for extended time in order to judge a student’s

knowledge and skill level. There are several types of alternative assessment including

labs, presentations, projects, etc. calling for students to be information managers, problem

solvers, and effective communicators (O’Neil & Abedi, 1996). Alternative assessment

has been on the rise in the educational field. Actions are being taken to find ways to

replace standardized testing with alternative assessment methods.

There are still more conservative individuals in the education field that prefer

traditional teaching methods (based on lecture, textbooks, etc.) and stray from using

alternative assessment. Educators face confusion over it and how to incorporate

alternative assessment in the curriculum (Worthen, 1993). Low student performance

occurring as a result of alternative assessment may be the result of little student

knowledge and skill level, lack of little previous exposure, or poor time management

skills. It is assumed that alternative assessment is beneficial to students in a variety of

ways including causing students less school-related stress and requiring higher cognitive

thinking and skills. However, these particular advantages of alternative assessment do

not need to be gauged (O’Neil & Abedi, 1996). A relevant study based on alternative

assessment was conducted by Chandler-Olcott and Mahar (2003). The study focused on a

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student that did not excel at traditional writing assignments at school, but created

impressive Japanese Anime digital stories through technology access at home.

As cited by O’Neil and Abedi (1996) Herman, Aschbacher, and Winters (1992) list characteristics of alternative assessment: “(a) Ask students to perform, create, produce, or do something; (b) tap higher level thinking and problem-solving skills; (c) use tasks that represent meaningful instructional activities; (d) invoke real-world applications; (e) people, not machines, do the scoring, using human judgment; and (f) require new instructional and assessment roles for teachers (p. 6).”

As cited by Stokes (2001), Mayer, Bove, Bryman, Mars, and Tapangco (1996)

studied the results of multimedia summary versus a traditional verbal summary using

students with little knowledge of the subject area. The multimedia study was found to be

more successful. When the summary was condensed to a minimal amount of text and

included illustrations, learning results were best. Chanlin’s study (1997, 1998) produced

similar results providing that visual usage enhances the learning process for students with

little previous knowledge in the subject area. Visual usage helps build cognitive learning

connections.

Deal (2004) suggested that alternative assessment allows an instructor to assess

the motivation and performance of a student. The article promotes using multimedia

projects as an alternative assessment that demonstrates a learner’s knowledge and

performance level.

Multimedia as an Alternate Option

The effectiveness of multimedia for raising underachieving students’ performance

is another area covered through this study. Bernauer (1996) discussed the use of

multimedia integration at the Western Pennsylvania School of the Deaf in Pittsburgh,

Pennsylvania. Although positive results were found as a result of multimedia integration,

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cost and time restraints kept this school from further learning results. Multimedia

functions as an alternative outlet for students with learning disabilities.

Doolittle (2001) studied the cognitive psychology based design of multimedia as a

learning tool. Doolittle referenced Mayer’s (2001) multimedia studies and cognitive

theory of multimedia learning model. Mayer focused studies on cognitive multimedia

learning including: illustrations, simulations, and computer games. This study expanded

on Mayer’s multimedia studies by researching student generated multimedia projects

rather than multimedia created by instructors.

Broce, Chen, Cumaranatunge, Ji, McGrath, and Wright (1997) suggested that

multimedia was integrated as an alternative outlet into the science curriculum. Student

attitudes were polled involving project versus paper preferences, gender differences, and

project commitment. Gardner’s (1983) theory of multiple intelligences supports

multimedia as a means to involve learners with various dominate intelligences.

According to Algava (1999) multimedia is influential enough to connect with all

styles of learners and multiple intelligences. Through multimedia a learner develops a

sense of confidence, knowledge of the creative process, and appreciation of group work.

A video animation project was used for this study, and similar to the digital storytelling

project that were integrated into this research project, both involve art, academic,

technological skills and knowledge.

Student Achievement through Multimedia

Fisher, Flood, and Lapp (1999) showed the positive relationship between

intermediality and achievement. Studies from this article were conducted capitalizing on

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student receptiveness to media. Through a case study, evidence of greater detail retention

was evident after students viewed video clips along with reading text than reading

without visuals. Aesthetic responses from students that viewed both video and text were

also more common. Positive effects on student achievement were detected as well from

this case study on media integration. This study takes these research results a step further

by emphasizing student creation of multimedia projects.

Debevec, Kashyap and Shih (2006) showed positive assessment results were

found based on integration of PowerPoint presentations including multimedia such as

animation, audio, and video clips as a learning tool. Students motivated by the use of

PowerPoint presentations were more likely to read the text and take notes.

Summary of Literature Review

This collection of research indicates that multimedia, visual literacy, and

technology are all areas of interest in the educational field and worthy of being explored.

The research provided from this study as with past studies focused on how these areas

impact student learning. This study builds off of previous study results by combining the

areas of multimedia, visual literacy, and technology into a storytelling unit, so that

aspects of each could be reflected upon.

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METHODOLOGY

This is a study to show the effects of integrating multimedia as a learning tool in a

storytelling unit. Traditional versus digital storytelling methods are compared and

contrasted. Data on student motivation, engagement, success, and memory of details

were collected. Using multimedia as an alternative form of assessment and as an

academic option for students struggling with core classes was considered. Visual

literacy’s impact on storytelling methods was considered as well.

Participants

The study participants attended a suburban high school located in the San

Fernando Valley area of Los Angeles. This group was cultural and gender diverse and

included ninth through twelfth graders. There were N= 38 public high school students

that participated in this research study. All 38 participants were members of the same

Digital Imaging class. This class was selected for the study because it contained cultural,

gender, economic, and academic diversity. ESL students, honors students, magnet

students, and students with learning disabilities were included in this study forming a

very diverse participation group. The participation group observation took place during

their regular class period in a computer lab containing 38 iMac computers.

Materials

The Digital Imaging class curriculum consisted of the elements of art and

principles of design knowledge, 2-D imagery creation, and technology usage.

Technology utilized in this study involved integration of multimedia (audio, video,

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animation, and graphics) within a unit plan. The hardware used for this study consisted

of 38 iMacs with 2.33GHz Intel Core 2 Duo processors and 2 GB DDR

SDRAM (see Appendix D). Adobe Photoshop and iMovie HD were the software

applications used during the research process to create student produced digital story

projects. Students created 2-D images in Adobe Photoshop modeled after their

storyboards. Photoshop software was chosen for this study because of the vast amount of

capabilities for image creation and photo manipulation. Drawing tools could be used to

create characters and setting, while filter effects such as: colored pencil, plastic wrap,

liquefy, and masking techniques could be applied to manipulate imagery (see Appendix

E).

Students then imported these 2-D images into iMovie HD to create their digital

stories. iMovie HD allows students the capability to include: audio, video clips, effects,

transitions, titles, and 2-D graphics. Students were challenged to communicate visually

and tell a story through a hands-on project-based assignment, rather than traditional

written/oral storytelling methods. The process of digital storytelling creation and

presentation versus traditional written/oral storytelling methods that took place in the

classroom environment aided in collecting data based on the students’ experiences (see

Appendix F & G).

Assessments

Data for this study was provided through use of attitude surveys, interviews,

student projects, written reflections, and observation. Freeonlinesurveys.com was used to

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create the three online attitude surveys for this study (e.g. Figure 1 questions measured

student technology use and visual literacy).

About how much time per day do you spend on the computer?

How much time do you spend online (on the Internet) daily?

Would the use of current technology (computers, ipods, hand-held

devices) in the classroom aid in your learning?

Would the use of current technology in the classroom engage you more in

learning?

How important do you think it is to understand visual symbols' meanings?

Was visual literacy (understanding of symbols' meanings) ever taught to

you in the classroom?

Do you think visual literacy should be taught in the classroom?

Figure 1. Survey 1: Technology/visual literacy/academic achievement questions

Further Survey 1 questions related to multimedia as an alternative assessment and

form of alternative outlet for underachieving students were asked including:

Do you feel that you are often times more successful creating multimedia

(art-related) projects than participating in traditional written assignments?

Do you achieve higher in art classes than core classes (Math, English,

Science, and History)?

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Data was collected regarding the storytelling unit student creation process and

skills attained through use of Survey 3 questions (e.g. Figure 2 questions measured

student interest and reward).

How interested were you in creating a written fictional story?

How interested were you in creating a digital fictional story?

Did you find the creation of a digital story to be more or less rewarding

than the written oral story?

By creating a digital story what did you gain?

By creating a written oral story what did you gain?

Which type of storytelling (digital or written) were you more motivated to

participate?

Which type of storytelling (digital or written oral) helped you gain more

skills and knowledge that will aid in your academic success?

Figure 2. Survey 3: Written story vs. digital story questions

Student study participants answered survey questions regarding memory of detail

in Survey 1 & 2. Example questions are:

How easy was it for you to recall details from your partner's story the

next day after reading it?

How easy was it for you to recall details from your partner's story five

days later?

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Interviews were conducted asking student attitude questions regarding this study

(e.g. Figure 3 questions measured student written or digital preference).

What did you like about creating a digital story project?

What did you dislike about creating a digital story project?

What did you prefer participating in written story or digital story, Why?

Which did you find to me more beneficial to you, Why?

Figure 3. Student interview questions

Procedures

Student observation and data collection took place during a six-week

period (See Figure 4, which represents key events within the six week study).

Figure 4. Timeline of six-week study

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Prior to beginning the study all student participants returned parental signed

permission forms for study and interview participation (see Appendix A & B).

The following is a process timeline of student participation:

Week One, Day One

A form of traditional oral storytelling first took place in class. On day one of the research

study, students participated in a creative writing assignment involving the creation of a

one-page fictional story. Each student was randomly paired with a peer in the classroom

and read aloud their fictional story. Student performance was observed determining

motivation and engagement during the written fictional story creation.

Week One, Day Two

The next day students completed a written reflection of the written fictional story told by

their partner the previous day to determine memory of detail. All students present

completed Survey 1: Technology/Visual Literacy/Academic Achievement questions

online, which required self-reflection during the first fifteen minutes of class.

Week One, Day Three

For the following five weeks students participated in the creation of their own fictional

digital stories through a hands-on multimedia project, which involved utilizing Adobe

Photoshop and iMovie. On the first day of their digital story creation students wrote

another one-page fictional story for the digital story project.

Week One, Day Four through Seven

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The students sketched a twenty-frame storyboard, which took four class periods.

Students indicated a variety of shot types and included brief descriptions for each frame

of their storyboard. On day five students wrote a reflection to determine memory of detail

from the written fictional story. On day seven students wrote a reflection to determine

memory of detail from the written fictional story. On day seven all students present

completed Survey 2: Written Story/Visual Aids questions online, which required

reflecting on the written fictional story lesson and use of visuals in the classroom during

the first fifteen minutes of class.

Week Two, Day Eight through Fourteen

The students then used their storyboards as a guide for their imagery collection and

creation. Students were required to incorporate at least twenty of their original

photographs that they took with digital cameras outside of the classroom in their digital

story project (see Appendix C).

Week Three, Day Fifteen through Twenty-One

For the creation of their digital story projects, students were required to manipulate their

original photographs using tools and techniques in Adobe Photoshop in order to expand

their application knowledge and advance their skills.

Week Four, Day Twenty-Two through Twenty-Eight

Once students created all storyboard imagery digitally using Photoshop these images

were imported into iMovie. Requirements for the digital story included use of audio,

transitions, and effects. Text-usage was not permitted in the digital story projects.

Week Five, Day Twenty through Nine

26


The same evaluation methods used for the written oral storytelling lesson took place

following completion of the digital story. After the digital story projects were complete

students presented their project to their same peer partner.

Week Five, Day Thirty

Following the day of presentation students wrote a reflection to determine memory of

detail from the digital story.

Week Five, Day Thirty-One

Students were interviewed for qualitative data collection on the storytelling unit.

Week Six, Day Thirty-Six

Students wrote a reflection to determine memory of detail from the digital story.

Students completed online surveys regarding technology usage and visual literacy. All

students present completed Survey 3: Written Story vs. Digital Story questions online,

which required reflecting on both assignments during the first fifteen minutes of class.

Week Six, Day Thirty-Eight

Students wrote a reflection to determine memory of detail from the digital story.

Analysis

After data was collected, results were compiled and analyzed. Identities from the

research study were removed and made anonymous. Qualitative interview data was

compiled and online survey results were collected and graphed through use of

27


freeonlinesurveys.com. I created a rubric and digital story projects were evaluated based

on design/originality, content, craftsmanship, and student responsibility.

FINDINGS

Qualitative data for this study was provided through use of attitude surveys,

interviews, student projects, written reflections, and observation. Permission slips were

sent home and all participant students in this study received parental approval. Online

attitude surveys for this study were created through freeonlinesurveys.com.

Quantitative data for this study was collected by comparing the student completion

rate of the written fictional story assignment versus the digital story project. 10% of

students scored higher on the digital story project than the written fictional story. This

was the result of a higher completion rate and lower grade spread for the digital story

project.

Findings of this study answered the following questions concerning the impact that

multimedia integration has on student learners. The findings from a series of three online

surveys include:

A. Does multimedia such as, digital storytelling, help to motivate

student learning?

Qualitative Data:

28


Student motivation in the storytelling unit was polled. Variance in student

interest were found between written storytelling and digital storytelling (see Figure 5-7).

Figure 5. Survey 2 question



Analysis

The online survey data for this research question showed that the students polled

felt they were more motivated when multimedia was integrated into their learning

experience. 85% of 26 students polled said they were more motivated to participate in

the digital story project.

29


B. Does the use of multimedia as a learning tool in the classroom

produce a high-level of student learning engagement?

Qualitative Data:

Student engagement in the storytelling unit was polled. Variance in students’

attitudes were found between written storytelling and digital storytelling (see Figure

8-10).




Analysis

30


The results show that students polled through the online survey found the process

of creating a digital story to be overall more enjoyable than creating a written story.

This data shows that students are more interested in an assignment when a

multimedia project is part of the curriculum. 73% of 26 students polled said that the

creation of a digital story was more rewarding than the written story.

C. Can multimedia be used as an alternative assessment?

Quantitative Data Analysis:

When comparing the assessment results of the written fictional story with the

digital story the majority of students scored higher on the digital story due to a higher

completion rate 36 out of 38 participating student finished the digital story project

receiving a grade of “C” or higher. Out of 38 participating students in the written

fictional story 32 out of 38 finished the assignment and received a grade of “C” or higher

(see Appendix H for digital story rubric).

D. Does multimedia creation serve as an alternative option for

underachieving students that struggle with core classes?

Qualitative Data:

Survey questions related to multimedia as an alternative assessment and form of

alternative option for underachieving students were asked (see Figure 11- 13).

31





Analysis

From the data received through the online survey questions one can conclude that

multimedia is an affective alternative option for students with low performance skills in

32


other content areas. 56% of 25 students polled said they achieved higher in art classes

than core classes (Math, English Language Arts, Science, and History).

E. Are more successful learning results produced through the use of

multimedia as a learning tool than traditional teaching methods?

Qualitative Data:

Students were questioned regarding multimedia projects and the skills and

knowledge gained through the written fictional story assignment and digital story

project (see Figure 14-17).


33





Analysis

34


The majority of students polled through the previous online survey questions felt

they gained more skills from the multimedia project than the traditional writing

assignment. 72% of 25 students polled said they are often times more successful

creating multimedia projects than participating in traditional writing assignments.

F. Does the use of multimedia as a learning tool aid in student

memory of details?

Qualitative Data:

The student participants reflected on their partner’s written and digital stories the

day after the story was introduced to them, five days after, and a week after. The students

were then polled on their memory of details from each story over a period of time. The

results prove that the majority of students found it easier to remember details from their

partner’s digital story. Student study participants answered survey questions regarding

memory of detail.

See Figure 18-20 for example questions regarding the written fictional story.


35




See Figure 21-24 for example questions regarding the digital story are:



36




Analysis

The online survey questions and written reflections on student memory of detail

proved that more students remember more over a longer time span when visuals and

multimedia were used as a means to tell a story. 69% of 26 students polled said they

remembered more details from the digital story than the written story.

Qualitative Data

37


Further questions regarding technology and visuals that were addressed in this

study are: Should these types of multimedia and visual literacy have a place in the

classroom? Can student learning be enhanced through use of media that students are

familiar with? The results prove that the majority of students think visual literacy and

technology integration is beneficial to the student learner.

See Figure 25-38 for visual literacy questions:




38






39






40





Analysis

The student data collected shows that most students feel that visual literacy is

important and visual aids are an integral part of the learning process. Students are aware

of visual usage and the affect it has on the learner.

See Figure 39- 40 for computer usage questions:


41



See Figure 41-42 for homework/computer usage questions:



See Figure 43-46 for Internet usage questions:

42






Analysis

The online student survey questions prove that most students spend a large

amount of their time on the computer or Internet. Most of students’ time is spent doing

leisurely actives other than homework.

See Figure 47- for technology in the classroom questions:

43




44



Analysis

The previous survey questions regarding technology in the classroom show that

the majority of students felt that technology is an important learning aid in the classroom.

Computers were the most popular technology-related learning tool according to this

survey.

Interviews were conducted asking students the following questions regarding this

study:

1. What did you like about creating a written fictional story?

Mary: There are many things that I liked by creating this fictional story. One was the creativity that we created and it was a fun assignment because we used our imagination and we made a real story out of it.

Billy: I liked writing a story because I just like to write. I love writing so there is never any problem with me and making up stories. It gave me a chance to let my imagination run wild.

Sue: I liked that I could use my imagination.

2. What did you dislike about creating a written fictional story?

Mary: Nothing. I loved creating the story.

Billy: At first I couldn’t really think what to write about.

Sue: I didn’t like writing a fictional story because it was kind of hard to put into words exactly what I was thinking of, as opposed to showing it through images.

3. What did you like about creating a digital story project?

45


Mary: I thought it was actually fun. It takes time and work but I think it is really fun. You get to learn how to do things and I never know when it will come in handy.

Billy: I liked that we were allowed to make up any kind of story we wanted.

Sue: We could go into dreamy land and make whatever we liked, we were able to get away from life for a little bit and be creative.

4. What did you dislike about creating a digital story project?

Mary: Hm, well, not a lot, I just didn’t like how the movie put in a black slide when I didn’t put one in…that’s it really.

Billy: There really isn’t anything I didn’t like, I just don’t like how it takes a while to make them.

Sue: It was difficult, but very fun.

5. What did you prefer participating in written story or digital story, Why?

Mary: I liked the digital story better because I love to work with computers and when I made the digital story I learned how to use iMovie and it was fun because it might come in use when I look into web design.

Billy: Both. I find both of them really fun and great to do. I mean they both let my imagination run free and let me go wild writing whatever I think entertains others or entertains myself.

Sue: I like the digital story better just because I am more of a visual person and I like the fact people got to present and got to see what other people had done.

6. Which did you find to me more beneficial to you, Why?

Mary: Digital story because I learned how to use more tools on iMovie and Photoshop and can use it for later use. I already know how to write, so I think that making my own movie helped when putting it to life, which I liked a lot.

Billy: Well, the writing part of course. I mean I know how to write a story, but the thing is that also the video part. I mean you just have to learn how to use it then it will be beneficial…so, really both were. I mean after I started to understand the program the digital part was easy.

46


Sue: The digital story because I remember it a lot more than the written story, I hardly remember anything from my partners written story. I only remember everything from his digital presentation.

Interview Analysis

The previous student interviews show that the majority of students preferred the

digital story project to the written story assignment. The majority of students found the

digital story to be more enjoyable and beneficial.

Analysis

Results of this study were compiled and analyzed after all data was

collected. Student identities were removed and made anonymous from all collected data.

Qualitative student interview data was compared to determine students’ attitudes on

topics related to this study. Online attitude survey results were collected and graphed

through use of freeonlinesurveys.com. A rubric was created and digital story projects

were evaluated based on design/originality, content, craftsmanship, and student

responsibility.

The findings of this research study proved that the majority of student participants

did benefit and prefer the use of multimedia as a learning tool. Both qualitative and

quantitative data collected from this study prove the benefits of multimedia integration in

the learning environment. Multimedia implementation was specifically demonstrated in

this study through the use of technology in a storytelling unit.

47


DISCUSSION

Overview of the Study

Through a storytelling unit the affect of visual and technology integration were

addressed in an oral and written tradition. This study provided insight into how to engage

and instruct students in a highly stimulated society. The control group participants of this

study proved that students are less motivated, engaged, and successful when participating

in traditional writing assignments compared to multimedia-integrated assignments. By

specifically comparing digital storytelling and traditional written storytelling methods the

benefits of multimedia curriculum integration were questioned. Several questions were

addressed including memory of detail, attainment of skills, and alternative assessment.

Summary of Findings

Results of this study were compiled and analyzed after all data was collected.

Student identities were removed and made anonymous from all collected data.

48


Qualitative student interview data was compared to determine students’ attitudes on

topics related to this study. Online attitude survey results were collected and graphed

through use of freeonlinesurveys.com. A rubric was created and digital story projects

were evaluated based on design/originality, content, craftsmanship, and student

responsibility. Multimedia implementation was specifically demonstrated in this study

through the use of technology in a storytelling unit.

Conclusions

The findings of this research study proved that the majority of student participants

did benefit and prefer the use of multimedia as a learning tool. Both qualitative and

quantitative data collected from this study prove the benefits of multimedia integration in

the learning environment. Students found the process of telling a story through visuals,

audio, and technology to be more beneficial than traditional methods of storytelling, oral

and written storytelling. Students found the process of creating a digital story to be “hard

fun”. They learned through problem solving, gaining a variety of skills that are simply

not attainable without multimedia implementation. Students’ memory of detail was

higher when visuals and technology were used as a means to tell a story. Students found

comfort in the creation of a multimedia project as an alternative option for low achieving

students and an alternative form of assessment.

Recommendations

49


This study proves that multimedia is a valid learning tool, and implementation

into any course curriculum is suggested for an increase in student motivation,

engagement, and success. Accompanying a multimedia project with any lesson would

provide students with a hands-on “real-world” experience that enables the learner to gain

skills as well as knowledge. Through multimedia integration students are exposed to

visual communication and self-expression through a different medium other than text.

Adequate time must be available for creation of a multimedia project.

Limitations of the Study

50


This study was based specifically on the comparison between two

different storytelling methods, digital and written. The integration of multimedia projects

in a variety of content areas was not studied. This study took place in a digital art class.

Integration of multimedia in a core class such as: English Language Arts, Mathematics,

Science and History would be more dramatic curriculum integration because multimedia

is mainly found in art classes.

This study consisted mainly of qualitative data. Quantitative assessment data was

limited due to different necessary requirements for different media types. Accessing

multimedia projects in comparison to more traditional written/oral assignments must have

different rubric requirements.

Time spent on the traditional writing assignment and the digital project differed

due to the digital story process requirement. The writing assignment was completed

within one 55-minute class period, while the digital story project creation took weeks.

The high school students needed to learn multimedia, technology skills prior to the

creation of their digital story projects.

In order to recreate this study the instructor needs to be familiar with software

including: Adobe Photoshop and iMovie HD. Hardware at the participating school needs

to be up-to-date, and a computer lab environment also must be available for student use.

51


Acknowledgements

Thanks to the student participants enrolled in my Digital Imaging class, CSUN

Educational Technology department, fellow cohort members, family, and friends who

supported me in this endeavor.

A special acknowledgement goes to my sister, Kimberly Motter, for her time and effort

spent proofreading this study.

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52


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APPENDICES

Appendix A

11/13/2006

57


Dear Parent and/or Legal Guardian:

I am asking you to give permission for your child to participate in a research study conducted by Ms. Motter during the Fall 2006 semester. This study is focused on the use of visuals as a learning tool, specifically for storytelling purposes. The research study will involve my Digital Imaging class at Make Believe High School. The goal of the study is to identify the benefits of multimedia as a learning tool. I hope to define the strengths and weaknesses of visual aids, identify types of visuals that enhance student learning, and define what types of learners benefit most from using visuals in the learning environment.

The students that participate in this research study will create both traditional written stories and digital story projects. Students’ motivation, engagement, memory of details, and success rate will be recorded for data analysis. The purpose of this study is to help improve instruction to benefit the student learner. The process will be engaging for the students, and they will have an opportunity to voice their personal opinion on teaching/learning techniques, while attaining technical skills. The research study will take place during school hours in my regular classroom.

Data collected will be kept strictly confidential and will only be used by myself for research purposes. The real names of teachers, students, and school will NOT be used when presenting information. Your child’s performance will NOT be reported to the district, nor will his/her grade be affected in anyway. I feel this study will provide valuable information based on the relevancy of visual aids in the learning environment.

Study participation is completely voluntary. I hope you will give permission for your child to participate in this important research study. If you are willing to let your child participate initial line #1 below. If you do not want your child to participate, or if he/she does not wish to participate initial line #2 below. If you have any questions involving this research study please contact Ms. Motter via email at [email protected].

Sincerely,

Jennifer Motter

1. I have read the research study description provided and I give permission for my child to participate and for my child’s interview to be recorded.

2. I do NOT give permission for my child to participate in this research study.

Appendix B11/13/2006

58


Dear Parent and/or Legal Guardian:

I am asking you to give permission for your child to participate in a research study conducted by Ms. Motter on Monday March 20, 2006. This study consists of a clinical interview given to three students in Digital Imaging classes at Make Believe High School. The goal of the study is to identify if visuals aid in learning. I hope to define the strengths and weaknesses of visual aids, identify types of visuals that enhance student learning, and define what content areas benefit the most from use of visual aids in the high school environment.

The students that participate in this survey will be asked a series of questions based on visual instruction aids. Students’ answers to the series of questions will be recorded for reference. The purpose of this study is to help improve instruction to benefit the student learner. The questions will be engaging for the students, and they will have an opportunity to voice their personal opinion on teaching/learning techniques. I will give the interview during school hours in my regular classroom.

Interview data will be kept strictly confidential and will only be used by myself for research purposes. The real names of teachers, students, and school will NOT be used when presenting information. Your child’s interview performance will NOT be reported to the district, nor will his/her grade be affected in anyway. I feel this study will provide valuable information based on the relevancy of visual aids in the learning environment.

Study participation is completely voluntary. I hope you will give permission for your child to participate in this important research study. If you are willing to let your child participate initial line #1 below. If you do not want your child to participate, or if he/she does not wish to participate initial line #2 below. If you have any questions involving this research study please contact Ms. Motter via email at [email protected].

Sincerely,

Jennifer Motter

1. I have read the research study description provided and I give permission for my child to participate and for my child’s interview to be recorded.

2. I do NOT give permission for my child to participate in this research study.

Appendix C

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Digital Story

Become an expert at visual literacy. Tell a story digitally using only images.

*Complete story development packet and sketches for a ten frame storyboard.

*YOU MUST USE TEN OF YOUR OWN PHOTOGRAPHS (EITHER USE THE DIGITAL CAMERAS OR BRING IN YOUR OWN PHOTOS TO BE SCANNED).

*Each photo must be manipulated in Photoshop. You must use the following: drawing tools, image adjustment layers, filters, and layer styles.

*Your photos must be saved in your pictures/iphoto folder as .jpeg

*Use iMovie to create your movie with use of your manipulated photographs.

* You must use the following in your movie: audio, ken burns effect, titles, effects, and transitions.

* Your movie should be as long as your audio (You will have to adjust your timing. Use at least 10 frames).

* Save on desktop as: mymovie

Appendix D

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Appendix E

61


Appendix F

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Appendix G

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Appendix H

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Digital Storytelling: Still-Story

Teacher Name: Ms. Motter

Student Name: ________________

CATEGORY 4 3 2 1Point of View - Awareness of Audience

Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.

Limited awareness of the needs and interests of the target audience.

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. I have at least 15 original/ manipulated photographs.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. I have at least 15 original/ manipulated photographs.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. I have less than 15 original/ manipulated photographs.

Little or no attempt to use images to create an appropriate atmosphere/tone. I have less than 15 original/ manipulated photographs.

Soundtrack - Emotion Music stirs a rich emotional response that matches the story line well. I have at least two different types of audio.

Music stirs a rich emotional response that somewhat matches the story line. I have at least two different types of audio.

Music is ok, and not distracting, but it does not add much to the story. I have less than two different types of audio.

Music is distracting, inappropriate, OR was not used. I have less than two different types of audio.

Economy The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.

The story seems to need more editing. It is noticeably too long or too short in more than one section.

The story needs extensive editing. It is too long or too short to be interesting.

Timeline The timeline includes at least 20 frames, effects, transitions, and credits.

The timeline includes at least 20 frames, effects, transitions, and credits.

The timeline includes less than 20 frames, effects, transitions, and credits.

The timeline includes less than 20 frames, effects, transitions, and credits.

Point of View - Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the presentation.

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