Article: Learner-generated digital video's role in motivational beliefs and self-regulation: an evaluation through content delivery methods Journal: International Journal of Technology Enhanced Learning (IJTEL) 2025 Vol.17 No.2 pp.241 - 264 Abstract: This study applied a learner-generated digital video (LGDV) approach with two different video delivery methods to examine its effect on students' motivational beliefs and learning strategies. We designed the research as a quasi-experimental study, which involved a nine-week intervention where prospective teachers created a digital video following two different content delivery methods: instructional story and instructional presentation. We applied a motivation scale and open-ended questions to 145 prospective teachers. The results revealed that LGDV approach improved the students' self-efficacy and task value and supported their learning strategies. The data collected for this study also indicated that the difference between the scores of content delivery methods was not significant regarding task value, self-efficacy, and learning strategies. The students' perceived outcomes also showed that LGDV approach supported their professional development, enhanced digital literacy skills, and met their expectations of acquiring new information and promoting an active learning environment. Inderscience Publishers - linking academia, business and industry through research

Title: Learner-generated digital video's role in motivational beliefs and self-regulation: an evaluation through content delivery methods

Authors: Secil Tisoglu; Kadir Yucel Kaya

Addresses: Department of Educational Sciences, Faculty of Education, Kastamonu University, Kuzeykent Mahallesi, Orgeneral Atilla Ateş Paşa Caddesi No. 19, Merkez/Kastamonu, Türkiye ' Department of Educational Sciences, Faculty of Education, Kastamonu University, Kuzeykent Mahallesi, Orgeneral Atilla Ateş Paşa Caddesi No. 19, Merkez/Kastamonu, Türkiye

Abstract: This study applied a learner-generated digital video (LGDV) approach with two different video delivery methods to examine its effect on students' motivational beliefs and learning strategies. We designed the research as a quasi-experimental study, which involved a nine-week intervention where prospective teachers created a digital video following two different content delivery methods: instructional story and instructional presentation. We applied a motivation scale and open-ended questions to 145 prospective teachers. The results revealed that LGDV approach improved the students' self-efficacy and task value and supported their learning strategies. The data collected for this study also indicated that the difference between the scores of content delivery methods was not significant regarding task value, self-efficacy, and learning strategies. The students' perceived outcomes also showed that LGDV approach supported their professional development, enhanced digital literacy skills, and met their expectations of acquiring new information and promoting an active learning environment.

Keywords: learner-generated digital video; digital storytelling; self-efficacy; task value; learning strategies.

DOI: 10.1504/IJTEL.2025.145387

International Journal of Technology Enhanced Learning, 2025 Vol.17 No.2, pp.241 - 264

Received: 23 Jul 2024
Accepted: 20 Aug 2024
Published online: 31 Mar 2025 *

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Title: Learner-generated digital video's role in motivational beliefs and self-regulation: an evaluation through content delivery methods

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