Educational Technology

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.

This study expands the boundaries of previous project-based learning (PBL) studies which addresses the education field’s challenging issue of how to effectively apply PBL to practical settings to improve the learning performance of students. The authors successfully do this by implementing a project-based digital storytelling approach that combines PBL and digital storytelling strategies. Two groups (experimental and conventional) of 5th-grade students (117) participated in the study. A web-based information-searching system software, Meta-Analyzer, was used by both groups to research information on “being an energy-saving master” from a scientific perspective. The experimental group also used Microsoft’s Photo Story to assist in developing their movies for storytelling. The additional use of the digital storytelling software showed promising results that could effectively enhance the students’ science learning motivation, problem-solving competence, and learning achievement. Some limitations are identified with the way ahead for future research.

Overall, the research article has a good structure. Initially, they point out significant research within the introduction emphasizing how many scholars identify PBL as an excellent form of instruction to encourage students’ self-learning. In contrast, many issues still exist in trying to achieve this type of instruction in a large class setting and how it promotes students’ motivation and concentration on learning tasks. The author’s literature review is nicely showcased from a PBL and digital storytelling perspective. Most notably, digital storytelling became an instructional intervention that bridged the digital divide between rural and urban elementary schools. A pre-test and post-test-designed quasi-experiment with non-equivalent groups was conducted over sixteen weeks. Quantitative evaluation tools included a science learning motivation scale, a problem-based competence scale, and a science achievement test for both groups. However, qualitative interview questions were randomly asked of 30 experimental group participants only. A major strength of this article is the use of tables and figures, allowing the reader to process the data more effectively.

Although I found the article to be a great innovation in the combination of PBL and digital storytelling foundation, it could be construed that the data from the experimental interviews could be biased. This could have been avoided with a similarly designed interview with the conventional group, asking participants about their needs as they pertained to achievement enhancement, learning attitude improvement, problem-solving competence, and other ways of making learning more interesting. As the researcher, it is important to understand that PBL and problem-based research are two separate research methodologies and should not be confused. Even though some commonalities exist, the focus and goals of each approach are distinct. Nevertheless, the project-based digital storytelling approach could directly apply to my institution by enhancing some current curricula that students may not understand so quickly.

Mayang, G., Efendi, A., & Prakisya, N. T. (2021). The effectiveness of problem-based learning assisted by Edpuzzle on students’ critical thinking skills. Indonesian Journal of Informatics Education, 5(1), 9–15.

From a call within the Education Era 4.0, also known as the Fourth Industrial Revolution in Education forums, applying critical thinking skills is considered one of the most important things in the learning process as determined by practitioners in the field. Educators are highly encouraged to implement innovative applications, especially during the rise of online learners due to COVID-19. The study aimed to determine the differences in students’ critical thinking skills between the class that applies the problem-based learning model through Edpuzzle and the class that applies the expository learning model. The results showed that there were differences, although not significant, and an increase in the critical thinking skills of students who applied the problem-based learning model assisted by Edpuzzle compared to the expository model used.

One of the article’s strengths is that it is succinct and exclusively based on quantitative research. More participant demographics, such as gender, age, etc., may have helped chart future research needs. The method used in this study is a quasi-experimental design, using pretest and posttest control. Although a small population, 96 students were selected using the cluster random sampling technique in an Indonesian school. 33 students each populated the control and experimental class. Where 30 students were used to test the instrument. The instruments test validity, reliability, difficulty level, and power difference. The data is presented in several tables and figures. The research procedure is clearly displayed in Figure 1. Notably, six critical thinking skill indicators were measured using the essay test and included interpretation, analysis, evaluation, conclusion, explanation, and self-regulation.

Based on the call for research regarding the use of the unique application of Edpuzzle, this study merely scratches the surface where the authors noted no implications, limitations, or direction of future research. Beforehand, I was unaware of Edpuzzle. However, the fact that researchers are exploring how Edpuzzle could impact critical thinking skills indicates there is much promise for it to enhance and increase individual performance from an education and practice perspective.