Abstract

Stories can contribute to the emotional well-being of children and storytelling is one of the new methods of teaching in the classroom. The main objective of the present study is to evaluate the effects of integrating digital Storytelling on the level of social intelligence and emotional intelligence in female elementary school students. In this quasi-experimental study, all third grade female elementary school students who were studying in an elementary school in Shiraz were involved based on the census method (N = 60). A quantitative approach was taken and the levels of social intelligence and emotional intelligence were examined in all participants before the training. Tromso social intelligence scale and Bar-on emotional intelligence inventory were used to measure the respondents’ social and emotional intelligence. Simple random sampling was performed and the participants were randomly assigned to either an intervention group in which digital Storytelling was integrated with group discussion (N = 30) or a control group in which there was no intervention (N = 30) using the random allocation software. The results showed that integrating digital storytelling with group discussion led to meaningful improvement in social intelligence and emotional intelligence among the female elementary school students, whereas in the control group no meaningful changes were observed. Therefore, a combination of digital Storytelling with group discussion is a potentially beneficial educational method for female elementary school students.

摘要

故事可以促进情感儿童的幸福感和讲故事是课堂教学的新方法之一。本研究的主要目的是评估整合数字讲故事对女小学生社会智力和情商水平的影响。在这项准实验研究中，所有在设拉子小学就读的三年级女小学生都根据人口普查法（N = 60）参与其中。采用定量方法，在培训前检查了所有参与者的社会智力和情商水平。特罗姆瑟社会智力量表和Bar-on情商量表被用来衡量受访者的社会和情商。进行了简单随机抽样，参与者被随机分配到使用随机分配软件将数字讲故事与小组讨论相结合的干预组（N = 30）或没有干预的对照组（N = 30） . 结果表明，将数字故事讲述与小组讨论相结合可以显着提高女小学生的社交智力和情商，而在对照组中没有观察到有意义的变化。因此，将数字讲故事与小组讨论相结合是一种对女小学生有益的教育方法。