The effect of digital story method with emotional design and collaborative learning methods in social science teaching on learning performance, attitudes and perceptions of social-emotional skills

The aim of this research is to reveal the effect of using the digital storytelling approach together with collaborative and emotional design in the field of "Production, Distribution and Consumption" learning in social studies teaching on learning performance, attitude and social emotional skill perceptions. The study group consists of 144 secondary school 5th grade students. In the method of the research; One of the quantitative research methods, 3 x 2 factorial design between groups was used. The factors selected in this study were determined as design (positive & neutral & traditional) and learning method (individual & collaborative). In the light of these factors; learning performance, attitude and perceptions of social emotional skills were examined as dependent variables. According to the research method, the study group was divided into six subgroups. Two of the groups did digital storytelling individually and two of them collaboratively. While digital storytelling was told to individual and collaborative groups, one of the groups participated in the learning environment with images containing positive emotions suitable for emotional design, the other group with images containing neutral emotions, and the other group with traditional paper-pencil design. After the experiment, the differences between the learning performance, attitude and social emotional skill perceptions of the groups were analyzed. As a result of the analysis, it was seen that the groups differed in terms of learning performance and perception of social emotional skills, but they did not differ in terms of attitude scores towards the social studies course. It has been presented among the results that positive emotional design and cooperative learning methods affect students' success and social-emotional development positively. It was observed that there was a difference between the pre- and post-test success scores in favor of the post-test in all of the groups that narrated with different learning methods. It was observed that there was a difference between the groups' attitude scores towards the social studies course, and it decreased during the application. It was observed that there was no significant difference between the pre- and post-test scores of the groups regarding their perceptions of social emotional skills. Keywords: Digital Storytelling, Collaborative Learning, Emotional Design, Social Studies Teaching, Social Emotional Skills