An evaluation of tertiary language learning through student constructed multimedia: The Interactive Stories approach
AbstractThe Interactive Stories [IS] approach offers language students an alternative way to learn language skills, through authoring and producing their own ‘choose your own adventure’ stories using software for interactive multimedia. This paper describes an evaluation study of the InteractiveStories approach. The main focus of the study was to investigate the learning processes used by students, and how well they met the desired learning outcomes. The study also investigated how well students coped with using new technologies and ways to improve the approach. The study established that students attained skills in reading, writing, speaking and listening, even though they did not realise this at the time. Students were able to creatively use multimedia to place their language in an authentic context. Because students worked in groups, a sense of community was achieved within the class. The areas of improvement identified are mainly administrative, and do not point to any fundamental weakness in the approach. However, the IS approach seems to be most applicable to intermediate and advanced students.
Download data is not yet available.
Metrics Loading ...
How to Cite
De Souza, M., Fardon, M., & Phillips, R. (2002). An evaluation of tertiary language learning through student constructed multimedia: The Interactive Stories approach. Australasian Journal of Educational Technology, 18(2). https://doi.org/10.14742/ajet.1752
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.