The effect of digital storytelling activities on the value acquisition of preschool 5-6 age group children

The aim of this study is to determine the effect of digital storytelling activities on value acquisition in preschool children aged 5-6 and to identify perceptions related to this process. This study, conducted in accordance with the mixed-method approach, employed a triangulation design. In this context, the study was supported by both quantitative and qualitative data, and a multifaceted effectiveness analysis was carried out. The research was conducted during the 2022–2023 academic year at a kindergarten located in a district of a province in the Southeastern Anatolia Region, involving preschool students. The study included two groups: an experimental group and a control group. While digital storytelling activities were implemented in the experimental group, the control group continued with the existing curriculum. There were 15 students in the experimental group and 16 students in the control group. The activities were carried out during the "Turkish language activity" period, which is part of the daily preschool schedule. The quantitative dimension of the study was conducted in accordance with the non-equivalent control group design, one of the quasi-experimental designs. The quantitative study group was determined using a non-random purposive sampling method. The quantitative data of the study were collected using the "Preschool Value Scale – Teacher Form" and the "Preschool Value Scale – Parent Form," developed by Neslitürk and Çeliköz (2015). Both scales include sub-dimensions such as responsibility, respect, cooperation, honesty, friendship, and sharing. The data obtained were analyzed using the SPSS-25 statistical software. In this context, a normality test, Wilcoxon signed-rank test, and Mann-Whitney U (MWU) test were employed. In the qualitative dimension of the research, a case study design was adopted. The qualitative study group was determined using maximum variation sampling. In this context, nine students, three parents, and the teacher of the experimental group were included in the study. In order to reveal the views of students, the teacher, and parents regarding the digital storytelling activities, interview and observation forms were used. The data obtained were analyzed through content analysis. As a result of the research, the post-test scores of the experimental and control groups on the Values Scale – Teacher Form differed in favor of the experimental group. It was observed that the use of digital storytelling activities in values education increased children's level of value acquisition compared to the existing program. Moreover, the post-test scores of the groups on the Teacher Form showed a significant difference in favor of the experimental group in the sub-dimensions of cooperation, honesty, and sharing, while no significant difference was found in the other sub-dimensions. According to the Parent Form of the scale, the post-test scores of the experimental and control groups also differed in favor of the experimental group. Additionally, the post-test scores of the groups on the Parent Form in the sub-dimensions of respect, cooperation, honesty, and sharing showed significant differences in favor of the experimental group. In the qualitative dimension of the study, eleven themes emerged as a result of the implementation of digital storytelling activities. These themes include the appreciated aspects of the implementation, problems encountered during the activities, contributions of the implementation, the emotional outcomes arising from the activities, and changes related to the values of responsibility, respect, cooperation, honesty, friendship, and sharing. The emerging themes and the coding showed that the quantitative and qualitative results of the study were parallel to each other, as both dimensions of the study produced supporting findings. In this context, it is recommended that teachers receive training on the digital storytelling creation process and effective use of technology in the classroom to enable the integration of digital storytelling into lessons. This would allow greater benefits to be gained from the positive effects of digital storytelling. It is also suggested that further studies cover a broader range of values. Additionally, research on the long-term effects and sustainability of digital storytelling activities on children's value-related behaviors is recommended.