The impact of using digital kinetic storytelling on self-esteem and innovative thinking capacity among sixth grade primary school girls | ||
| مجلة البحوث في مجالات التربية النوعية | ||
| Volume 10, Issue 55, November and December 2024, Pages 873-897 PDF (637.12 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jedu.2024.347620.2169 | ||
| Author | ||
| فؤاد بن أحمد المظفر* | ||
| كلية التربية - جامعة الملك فيصل - المملكة العربية السعودية | ||
| Abstract | ||
| This research explored the impact of digital kinetic storytelling on self-esteem and innovative thinking among sixth-grade students. The study, conducted using an experimental approach, involved 40 students aged 11–12 from the Sixteenth Elementary School in Al-Hofuf. The students were divided into two equal groups: one engaged with teacher-narrated kinetic stories, while the other used computer-based digital kinetic stories. Results showed that the digital kinetic storytelling method led to greater improvements in self-esteem and innovative thinking compared to teacher narration, with improvement percentages of 47.68% and 18.57%, respectively. The study highlights the effectiveness of digital kinetic storytelling as a tool to enhance key developmental skills. The researcher recommends adopting digital kinetic storytelling in educational practices, providing teachers with training and ready-made templates, and extending its application to other age groups. Future research should explore alternative methods for developing self-esteem and innovative thinking and assess the long-term effects of digital storytelling on learners' growth. | ||
| Keywords | ||
| Digital kinetic story; self-esteem; innovative thinking; kinetic innovation; IQ | ||
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