Open AccessThe use of digital storytelling to address school-related burnout among 10-11 grade students
Author(s) -
Anita Lanszki,
Nóra Kunos
Publication year - 2021
Publication title -
revista de ştiinţe ale educaţiei
Language(s) - English
Resource type - Journals
eISSN - 2457-8673
pISSN - 1454-7678
DOI - 10.35923/jes.2021.1.01
Subject(s) - digital storytelling , storytelling , fatalism , psychology , burnout , perspective (graphical) , narrative , intervention (counseling) , empowerment , pedagogy , mathematics education , computer science , clinical psychology , linguistics , philosophy , theology , artificial intelligence , psychiatry , political science , law
The paper presents how digital storytelling was used as an empowerment tool among high schoolstudents diagnosed with school-related burnout (N = 13) in Hungary. The aim of applying digitalstorytelling was to change students’ time perspective, which was measured with Stanford TimePerspective Inventory before and after the digital storytelling intervention. The creative methodallowed students to express their personal school experiences on verbal and visual levels while usingdigital technologies. The outcomes of the digital storytelling process were first-person videonarratives, which presented the school career and self-reflections of students in a very expressiveand touching way. Students’ temporal profile changed after the digital storytelling intervention;they became future-oriented. In most cases, students reflected on their past and present experiencesat school, and they found a solution and developed a perspective for their future educational career.Digital storytelling as a complex arts-based method had a positive effect on students. While workingon the project, the change of students’ time perspectives (Zimbardo & Boyd, 2008) from pastnegative and present-fatalistic to future-oriented was measured, which helped all the participantsfind a way to be more determined and optimistic.