چكيده لاتين
The aim of the present research was to develop digital math stories and to investigate the impact of digital storytelling on the academic emotions and problem-solving performance of fourth-grade students in Pir-Bakran. The research employed a mixed-methods approach (qualitative-quantitative) with a sequential exploratory design. In the qualitative section, the components of digital math storytelling were derived through a thematic analysis of library resources, and digital stories were created and validated. The qualitative research field included all relevant scientific sources concerning the principles of storytelling, storytelling, digital storytelling, and math education. From these, 35 studies, including 28 articles, 5 books, 1 website, and 1 higher-level document, were deemed eligible, and the necessary information was extracted from them. The quantitative part of the research utilized a pre-test/post-test design along with a control group. The statistical population for this section included all fourth-grade students in Pir-Bakran city for the 2023-2024 academic year. Using convenience sampling, two schools were selected. One class of 19 students was randomly chosen as the experimental group, while another class of 18 students served as the control group. The experimental group was exposed to the independent variable, namely digital stories, as a supplementary tool alongside the textbook for 19 sessions, whereas the control group was taught using the traditional method. The research tools included a questionnaire on students’ educational emotions and a researcher-made problem-solving test. The academic emotions questionnaire used in this study was standardized and validated by Hosseini (2021) for elementary students; it is a shortened version of the original questionnaire and includes age-appropriate statements, measuring both positive and negative academic emotions in three contexts: classroom, homework, and exams. The validity of the tool was assessed using confirmatory factor analysis, and its reliability was evaluated through Cronbach’s alpha and test-retest reliability (the Cronbach’s alpha coefficients and test-retest reliability coefficients of the subscales ranged from 0.70 to 0.89). The researcher-made test was developed to assess problem-solving abilities in the field of statistics and probability for fourth graders and was provided to peer teachers, with its validity and reliability confirmed (the average Cronbach’s alpha for the researcher-made pre-test was 79.75%, and for the post-test, it was 83.75%). The results of the thematic analysis of the qualitative data indicated that digital math storytelling should be examined and confirmed from three dimensions: artistic, technical, and educational, each of which has its own components. Some components are common among these dimensions, forming a network of themes that can be utilized for constructing and validating digital math stories. In the quantitative section, the research data were analyzed using univariate a; .
