The impact of IVR-ADDIE-based digital storytelling teaching mode on students’ self-regulation ability and self-efficacy

• Published in: Education and information technologies Vol. 30; no. 5; pp. 6141 - 6162
• Main Authors: Yan, Yimiao, Zheng, Yibin, Ye, Xindong
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.04.2025; Springer Nature B.V
• Subjects: Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Control Groups; Digital storytelling; Education; Educational Technology; Elementary Education; Elementary School Students; Elementary Schools; Experimental Groups; Influence of Technology; Information Systems Applications (incl.Internet); Instructional Effectiveness; Learning Strategies; Quasiexperimental Design; Self Efficacy; Self regulation; Story Telling; Students; Teacher Effectiveness; Teaching Methods; User Interfaces and Human Computer Interaction; Learning achievement; IVR; Digital storytelling; Self-efficacy; Self-regulation ability
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-13070-7

As an effective teaching method, digital storytelling has gained significant prominence in the field of education in recent years. In contemporary digital storytelling instruction, stories are often presented through interactive whiteboards, computers, smartphones, or tablets. The introduction of immersive virtual reality (IVR) technology makes teaching more interactive and immersive. Integrating IVR technology into digital storytelling instruction can help students better plan their learning schedules, monitor their learning status, identify issues promptly, and adjust their learning strategies accordingly. Therefore, based on the ADDIE mode and incorporating IVR technology, this study used a quasi-experimental design to evaluate the impact of this mode on students’ learning achievement, self-regulation ability, and self-efficacy. The study subjects were 68 elementary school students aged 10–12, with the experimental group (35 students) learning through the IVR-ADDIE digital storytelling teaching mode, while the control group (33 students) learned through the ADDIE digital storytelling teaching mode. The research results indicated that the IVR-ADDIE digital storytelling teaching mode positively impacted students’ learning achievement, self-regulation ability, and self-efficacy. This study provides a deeper development for the advancement of digital storytelling instruction and the integration of IVR into classroom teaching.