The impact of emotions on learning and motivation in producing and presenting digital stories

Abstract

Researchers of digital storytelling emphasize emotions as an important aspect of learning in the production and presentation of digital stories. The aim of this study is to explore the positive and negative emotions involved in the process of making digital stories and presenting them. As well as students’ perceptions of how this affects their motivation and learning. One hundred and thirty-two students responded to an adapted version of the Achievement Emotions Questionnaire, which collects data on the emotions present in a learning context. In addition, we interviewed ten students to gather in depth data about their feelings, motivation and learning. We found that both positive and negative emotions were involved when the students created and presented their digital stories. The students felt that their emotions influenced their motivation and learning. Drawing on theories of learning and motivation, we argue that negative activating emotions can aid learning, and positive deactive emotions can have a negative impact on learning. Emotions can aid learning in higher education and digital storytelling is an important contribution in this regard.