Strong presentation skills and creativity would support students to succeed in all aspects of professional life. Storytelling has long been known as a useful technique for making compelling presentations and fostering the students’ creativity. Nowadays, with the advancement of technology, digital storytelling (DST) has emerged as a modern form of storytelling. However, there is relatively little research that looked into the effectiveness of DST in improving students’ professional presentation capacity and creativity in higher education context. The purpose of this study is to bridge the gap. Furthermore, this research also considered the moderating effect of extroversion/introversion personality traits on the relationship of DST with oral presentation skills and creative tendency. A pretest-posttest experimental design was selected, in which forty-two sophomore students were randomly assigned to a treatment group (n=22) and a control group (n=20). Both qualitative and quantitative data were collected from four sources, including presentation scores, results of creative tendency test, responses to the extraversion questionnaire, and students’ feedback from the follow-up interviews. Descriptive analysis, independent t-test, one-way MANCOVA and linear regressions were the primary analyses to evaluate the hypotheses. The result indicated that participants in DST group performed significantly better than PPT group in terms of presentation skills. Both research group did not exhibit higher creative tendency after the intervention. Surprisingly, extraversion trait did not moderate the relationship between independent and dependent variables. The interview with the participants revealed that DST is considered as a medium to develop presentation skills at higher education level.
Keywords
Digital storytelling, Oral communication, Presentation skills, Creative tendency, Personality.

Strong presentation skills and creativity would support students to succeed in all aspects of professional life. Storytelling has long been known as a useful technique for making compelling presentations and fostering the students’ creativity. Nowadays, with the advancement of technology, digital storytelling (DST) has emerged as a modern form of storytelling. However, there is relatively little research that looked into the effectiveness of DST in improving students’ professional presentation capacity and creativity in higher education context. The purpose of this study is to bridge the gap. Furthermore, this research also considered the moderating effect of extroversion/introversion personality traits on the relationship of DST with oral presentation skills and creative tendency. A pretest-posttest experimental design was selected, in which forty-two sophomore students were randomly assigned to a treatment group (n=22) and a control group (n=20). Both qualitative and quantitative data were collected from four sources, including presentation scores, results of creative tendency test, responses to the extraversion questionnaire, and students’ feedback from the follow-up interviews. Descriptive analysis, independent t-test, one-way MANCOVA and linear regressions were the primary analyses to evaluate the hypotheses. The result indicated that participants in DST group performed significantly better than PPT group in terms of presentation skills. Both research group did not exhibit higher creative tendency after the intervention. Surprisingly, extraversion trait did not moderate the relationship between independent and dependent variables. The interview with the participants revealed that DST is considered as a medium to develop presentation skills at higher education level.
Keywords
Digital storytelling, Oral communication, Presentation skills, Creative tendency, Personality.

TABLE OF CONTENTS

ABSTRACT 1
TABLE OF CONTENTS 2
LIST OF FIGURES 5
LIST OF TABLES 6
1. INTRODUCTION 7
1.1 Background and Statement of Problem 7
1.2 Research Objectives 9
1.3 Research Questions 10
1.4 Significance of The Study 10
1.5 Scope and Limitations 11
1.6 Terminology 11
2. LITERATURE REVIEW 13
2.1 Overviews of DST in Education 13
2.2 Multimedia Instruction: PPT & DST for Student-Centered Learning 14
2.3 DST and Oral Presentation 16
2.4 DST and Creative Tendency 18
2.5 Extraversion and Oral Presentation 19
2.6 Extraversion and Creative Tendency 20
3. METHODOLOGY 21
3.1 Context of The Study 21
3.2 Participants 22
3.3 Research Framework 22
3.4 Instructional Strategy 23
3.5 Instruments 25
3.5.1 The Rubric of Presentation 25
3.5.2 Personality Test 26
3.5.3 Creative Tendency Scale 27
3.5.4 Interview 27
3.6 Data Collection 28
3.7 Statistical Method 30
3.7.1 Descriptive statistics 30
3.7.2 Independent T-test 30
3.7.3 Cohen’s Kappa 30
3.7.4 One-way MANCOVA 30
3.7.5 Linear Regression 30
3.7.6 Pearson Correlation 30
3.7.7 Qualitative Analysis 31
4. RESULTS AND DISCUSSION 32
4.1 Will there be any difference in oral presentation performance between groups taught under different levels of multimedia instruction (PPT and DST)? 32
4.2 Will extraversion moderate the relationship between the multimedia instructional method and students’ presentation performance? 39
4.3 Will there be any difference in creative tendency between groups taught under different levels of multimedia instruction (PPT and DST)? 41
4.4 Will extraversion moderate the relationship between the multimedia instructional method and students’ creative tendency? 44
5. CONCLUSION AND SUGGESTIONS 46
5.1 Conclusion 46
5.2 Pedagogical Implications 46
5.2.1 Implications for The Instructional Designers 46
5.2.2 Implications for Instructors and Universities 47
5.3 Limitations and Suggestions for Future Study 47
REFERENCES 48
APPENDICES 57
Appendix 1 57
Seven Design Principles for Developing Oral Presentation Competence 57
Appendix 2 58
Topics 58
Appendix 3 59
Lesson Plan of The Experimental Group 59
Appendix 4 62
Lesson Plan of The Control Group 62
Appendix 5 64
Rubric of Oral Presentation 64
Appendix 6 69
IPIPNEO (International Personality Item Pool Representation of The NEO PIR) 69
Appendix 7 75
Williams’ s Creative Tendency Scale 75