Özet:

Digital storytelling, which stands out as a method suitable for constructivist approach by its nature, has attracted attention as an indispensable teaching material of education processes in recent years as it develops students' high-level skills such as problem-solving, collaborative working, effective self-expression, writing, critical thinking, digital literacy, using technology effectively, realizing their own learning. When the relevant literature is reviewed, dozens of studies on the use of digital storytelling can be found. One of the results expressed by almost all of these studies is that digital storytelling practices positively affect students' academic achievement, attitude, motivation, and resistance. In this study, using meta-analysis, it was aimed to synthesize the results obtained from experimental studies that investigated the effect of digital storytelling practices on students' motivation, and thus to reach more common results. Relevant experimental studies were found by using the keywords "dijital hikâye, dijital öykü, motivasyon, digital story, digital storytelling, motivation" on Web of Science, ERIC, EBSCOhost, ULAKBİM TR Index, Google Academic, and YÖK Thesis databases. The study, in which the analyzes were carried out with the Comprehensive Meta Analysis (CMA) software, was carried out according to the random effects model at a 95% confidence interval and the average effect size was calculated as 2,070. This result shows that digital story applications have an excellent positive effect on students' motivation. The differences between students' motivations in learning-teaching processes using digital stories and other teaching methods were analyzed according to the moderator variables of the type of publication and the teaching level. The results obtained showed that both moderator variables made a significant difference in the effect sizes of the studies.

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