Using augmented reality technology in storytelling activities: examining elementary students' narrative skill and creativity

The aim of the study was to examine the effects of augmented reality technology on stories in terms of narrative skill, story length and creativity and also to examine correlations between these variables. Posttest-only design with a nonequivalent group model was used. In this study, the sample consisted of 100 fifth-grade elementary students, comprising 46 boys and 54 girls. Purposive and convenience sampling methods were applied. For purposive sampling, the group's ages, education levels, and experiences in storytelling activities were gathered, and for convenience sampling, easy access to schools was considered. As data collection tools, a suitable narrative scale was used which was found in the literature and creative story form was developed by the researcher. According to the findings, mean scores for all variables for the experimental group were higher than those for the control group. Also, a statistically significant mean difference was found between the experimental and control groups with regard to narrative skill, length of stories, and creativity in stories. In fact, a positive correlation was found between all variables. It is important to recognize when a technology is found to contribute positively to narrative skill and creativity in telling stories, and to ensure this technology is used. Determining correlation between these variables may provide a contribution to studies about evaluating the effect of the new technologies.