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, Page 873-897 PDF (637.12 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jedu.2024.347620.2169 | ||||
 View on SCiNiTO | ||||
| Author | ||||
فؤاد بن أحمد المظفر 
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| 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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