本研究目的旨在探討故事創作鷹架（story creation scaffolding）對學生故事寫作之影響。故事創作鷹架是指提供學生故事創作任務和內容輔助設計，以促進他們對於故事創作的完成和興趣，包括結構鷹架（structure scaffolding）與任務鷹架（task scaffolding）。前者基於鷹架理論，提供六階段（背景、目標、努力、結果、轉折、結局）的故事結構鷹架，幫助降低任務難度和促進學習參與；後者則基於創作環理論，提供三階段（閱讀範例、故事創作、他人分享）的故事創作任務鷹架。基於前述的設計理念，本研究進一步實作具有鷹架輔助的故事創作系統「MyStoryCreation」。
　　為評估MyStoryCreation系統對國小學生故事寫作的成效，本論文包含「先導研究」與「主要研究」分別探討故事創作鷹架對國小學生故事寫作在認知與情意面向之學習成效。先導研究之目的是探究具有結構鷹架與任務鷹架的原型系統（prototype system）對學生故事寫作的品質、寫作興趣與寫作態度之影響。具體而言，49位國小五年級學生參與為期兩週共七節課之實驗教學活動，實驗組使用原型系統，控制組未使用原型系統（以傳統講述教學方式授課）。研究結果顯示原型系統有助於提升學生的故事寫作品質，同時改善學習興趣與寫作態度，相關實務意義與研究限制亦做討論。
　　主要研究則是基於先導研究的結果所衍生與延伸之後續研究，進一步探討故事創作鷹架之改善設計，以及對學生故事寫作品質、寫作興趣與寫作態度之影響。59位國小五年級學生參與為期三週共十節課之實驗教學活動，並分為兩組（實驗組與控制組）進行教學實驗。實驗組使用具有故事創作鷹架設計之故事創作系統，控制組使用不具有故事創作鷹架設計之故事創作系統。研究結果顯示：（1）實驗組在寫作表現的「點子與內容」、「結構與組織」、「整齊（邏輯連貫性）」面向皆顯著優於控制組；（2）實驗組在寫作興趣的「入趣」和「延趣」皆顯著優於控制組；（3）實驗組在寫作態度的「喜愛偏好」、「自我效能」、「結果預期」和「觀眾」面向皆顯著優於控制組。此外，本研究之研究限制與後續研究工作亦列入綜合討論。

The purpose of this research was to investigate the effects of story creation scaffolding on pupils’ story writing. The story creation scaffolding, comprising the structure scaffolding and task scaffolding, referred to providing students with story creation tasks and supportive content design and enhancing students’ completion of and interest in creating stories. Underpinned by the scaffolding theory, the structure scaffolding offered the six-stage story structure scaffolding (i.e., setting, goal, attempt, consequence, climax, and resolution) and helped both decrease the task difficulties and promote students’ learning participation. Besides, underpinned by the creation loop theory, the task scaffolding offered three-stage story creation activity scaffolding (i.e., reading story examples, making story creation, and demonstrating story sharing). Based on the above-mentioned design rationales, this study further implemented a story creation system—MyStoryCreation—with scaffolding supports.
To evaluate the effectiveness of MyStoryCreation system on pupils’ story writing, the present dissertation consists of the pilot study and main study which were conducted respectively to explore the effectiveness of the story creation scaffolding on the cognitive and affective aspects of learning performance. The pilot study aimed at exploring the impacts of the prototype system with structure scaffolding and task scaffolding on pupils’ story writing quality, writing interest and, writing attitude. More specifically, 49 fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over two weeks. The experimental group (EG) using the prototype system was compared with the control group (CG) without using the prototype system (i.e., receiving the conventional instruction with the lecture-based program). The results revealed that the prototype system was beneficial for improving students’ story writing quality and promoting writing interests and writing attitudes. Some relevant practical implications and research limitations were also discussed in the pilot study.
Built on the findings derived from the pilot study, the main study was an extended study to further explore the improved design of the refined story creation scaffolding and its impacts on pupils’ story writing quality, writing interest, and writing attitude. To this end, 59 fifth-grade students participated in a quasi-experimental study for ten 40-minute sessions over three weeks, and they were divided into two groups (experiment group and control group, i.e., EG and CG) for the instructional experiment. The EG using the story creation system with story creation scaffolding was compared with the CG using the story creation system without story creation scaffolding. The results revealed as follows: (1) The EG outperformed the CG in the writing performance concerning the dimensions of idea and content, organization, and neatness. (2) The EG outperformed the CG in the writing interest concerning the dimensions of immersing and extending of interest. (3) The EG outperformed the CG in the writing attitude concerning the dimensions of preference, self-efficacy, outcome expectancy, and audience. Moreover, the research limitations and future works were comprehensively discussed.

Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561.
Albin, M. L., Benton, S. L., & Khramtsova, I. (1996). Individual differences in interest and narrative writing. Contemporary Educational Psychology, 21(4), 305–324. https://doi.org/10.1006/ceps.1996.0024
Alves, K. D., Kennedy, M. J., Brown, T. S., & Solis, M. (2015). Story grammar instruction with third and fifth grade students with learning disabilities and other struggling readers. Learning Disabilities: A Contemporary Journal, 13(1), 73–93.
Amer, A. A. (1992). The effect of story grammar instruction on EFL students’ comprehension of narrative text. Reading in a Foreign Language, 8(2), 711–720.
Andrade, H. L., Wang, X. L., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287–302. https://doi.org/10.3200/JOER.102.4.287-302
Antle, A. (2003). Case study: The design of CBC4Kids’ StoryBuilder. In Proceedings of the 2nd International Conference on Interaction Design and Children (pp. 59–68), Lancashire, Preston, England, July 1–3, 2003. Preston, England: ACM press.
Babyak, A. E., Koorland, M., & Mathes, P. G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorders, 25(3), 239–258. https://doi.org/10.1177/019874290002500301
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.). Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bates, L. (1991). The effects on the structure of young children’s written narrative of using a sequence of pictures or a single picture as a stimulus. Reading, 25(3), 2–10. https://doi.org/10.1111/j.1467-9345.1991.tb00033.x
Beard, R., & Burrell, A. (2010). Investigating narrative writing by 9–11‐year‐olds. Journal of Research in Reading, 33(1), 77–93.
Benton, S. L., Corkill, A. J., Sharp, J. M., Downey, R. G., & Khramtsova, I. (1995). Knowledge, interest, and narrative writing. Journal of Educational Psychology, 87(1), 66–79. https://doi.org/10.1037/0022-0663.87.1.66
Bergin, D. A. (2016). Social influences on interest. Educational Psychologist, 51(1), 7–22.
Berk, L. E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
Berninger, V. W., Garcia, N. P., & Abbott, R. D. (2009). Multiple processes that matter in writing instruction and assessment. In G. A. Troia (Ed.), Instruction and Assessment for Struggling Writers: Evidence-Based Practices (pp. 15–74). New York: Guilford Press.
Booker, C. (2004). The seven basic plots: Why we tell stories. New York: Bloomsbury.
Boulineau, T., Fore, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27(2), 105–121. https://doi.org/10.2307/1593645
Brütsch, M. (2015). The three-act structure: Myth or magical formula? Journal of Screenwriting, 6(3), 301–326.
Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281–285.
Cassell, J., & Ryokai, K. (1999). StoryMat: A play space for collaborative storytelling. In Conference on Human Factors in Computing Systems, Pennsylvania, USA, May 15–20, 1999. (pp. 272–273). NY, USA: ACM New York.
Chan, T. W., Looi, C. K., & Chang, B. (2015). The IDC theory: Creation and the creation loop. In T. Kojiri, T. Supnithi, Y. Wang, Y. T. Wu, H. Ogata, W. Chen, S. C. Kong, & F. Qiu (Eds.), Workshop Proceedings of the 23rd International Conference on Computers in Education (pp. 814–820). Hangzhou, China: Asia-Pacific Society for Computers in Education.
Chan, T. W., Looi, C. K., Chang, B., Chen, W., Wong, L. H., Wong, S. L., ... & Wu, Y. T. (2019). IDC theory: Creation and the creation loop. Research and Practice in Technology Enhanced Learning, 14. https://doi.org/10.1186/s41039-019-0120-5
Chan, T. W., Looi, C. K., Chen, W., Wong, L. H., Chang, B., Liao, C. C., ... & Jeong, H. (2018). Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century. Journal of Computers in Education, 5(4), 435–461.
Chang, B., Shih, Y. A., & Huang, T. C. (2017). Creation loop example of IDC theory: CoCoing.info. In Y. Hayashi, T. Supnithi, M. Mathews, S. L. Wong, A. F. Mohd Ayub, A. Mitrovic, W. Chen, ... J. C. Yang (Eds.), Workshop Proceedings of the 25th International Conference on Computers in Education (pp. 359–364). New Zealand: Asia-Pacific Society for Computers in Education.
Chen, Z. H., Chi, P. Y., & Ciou, H. J. (2017). Applying interest loop to develop game-based model for Chinese character learning. In Y. Hayashi, T. Supnithi, M. Mathews, S. L. Wong, A. F. Mohd Ayub, A. Mitrovic, W. Chen, ... J. C. Yang (Eds.), Workshop Proceedings of the 25th International Conference on Computers in Education (pp. 372–375). New Zealand: Asia-Pacific Society for Computers in Education.
Chen, H. C., Hsu, C. C., Chang, L. Y., Lin, Y. C., Chang, K. E., & Sung, Y. T. (2013). Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters. Language Learning & Technology, 17(1), 89–106.
Chen, H. J. H., & Yang, T. Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive Learning Environments, 21(2), 129–141.
Chwo, G. S. M. (2015). Empowering EIL learning with a Web 2.0 resource: An initial finding from the cross campus Storybird feedback study. Computers & Education, 84, 1–7.
Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284
Ciğerci, F. M., & Gultekin, M. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), 252–268.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence.
Cohn, N. (2013). Visual narrative structure. Cognitive Science, 37(3), 413–452. https://doi.org/10.1111/cogs.12016
Colby, B. N. (1973). A partial grammar of Eskimo folktales. American Anthropologist, 75(3), 645–662.
Cooper, J. D. (1986). Improving reading comprehension. Boston: Houghton Mifflin School.
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology: The collected works of Mihaly Csikszentmihalyi. New York: Springer.
Decortis, F., & Rizzo, A. (2002). New active tools for supporting narrative structures. Personal and Ubiquitous Computing, 6(5–6), 416–429.
Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students’ comprehension of literature. The Elementary School Journal, 91(1), 19–32.
D’Odorico, L., & Zammuner, V. L. (1993). The influence of using a word processor on children’s story writing. European Journal of Psychology of Education, 8(1), 51–64. https://doi.org/10.1007/BF03172863
Dunn, M. W., & Finley, S. (2010). Children’s struggles with the writing process: Exploring storytelling, visual arts, and keyboarding to promote narrative story writing. Multicultural Education, 18(1), 33–42.
Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), 161–167. https://doi.org/10.1598/RT.61.2.6
Dymock, S., & Nicholson, T. (2010). Every story has a problem: How to improve student narrative writing in Grades 4-6. In B. Moss & D. Lapp (Eds.), Teaching New Literacies in Grades 4-6 (pp. 26–42). New York, NY: Guilford Press.
Dymock, S., & Nicholson, T. (2015). How reading published stories and making story webs can work together to enhance classroom story writing. Literacy Forum NZ, 30(3), 35–42.
El-Koumy, A. S. A. (1999). Effect of instruction in story grammar on the narrative writing of EFL students. (ERIC Document Reproduction Service No. ED435173).
Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Wolbers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30(1), 9–29. https://doi.org/10.2307/30035513
Feltis, B. B., Powell, M. B., & Roberts, K. P. (2011). The effect of event repetition on the production of story grammar in children’s event narratives. Child Abuse & Neglect, 35(3), 180–187. https://doi.org/10.1016/j.chiabu.2010.11.004
Fitzgerald, J. (1984). The relationship between reading ability and expectations for story structures. Discourse Processes, 7(1), 21–41. https://doi.org/10.1080/01638538409544579
Fitzgerald, J., Lee Shiegel, D., & Teasley, A. B. (1987). Story structure and writing. Academic Therapy, 22(3), 255–262. https://doi.org/10.1177/105345128702200304
Fitzgerald, J., & Spiegel, D. L. (1983). Enhancing children’s reading comprehension through instruction in narrative structure. Journal of Reading Behavior, 15(2), 1–17.
Fitzgerald, J., Spiegel, D. L., & Webb, T. B. (1985). Development of children’s knowledge of story structure and content. The Journal of Educational Research, 79(2), 101-108. https://doi.org/10.1080/00220671.1985.10885658
Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children’s writing. Journal of Educational Psychology, 78(6), 424–432. https://doi.org/10.1037/0022-0663.78.6.424
Gambrell, L. B., & Chasen, S. P. (1991). Explicit story structure instruction and the narrative writing of fourth‐ and fifth‐grade below‐average readers. Literacy Research and Instruction, 31(1), 54–62. https://doi.org/10.1080/19388079109558071
Gardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2–17. https://doi.org/10.1177/002246699903300101
Garzotto, F., & Forfori, M. (2006). FaTe2: Storytelling edutainment experiences in 2D and 3D collaborative spaces. In Proceedings of the 5th International Conference on Interaction Design and Children (pp. 113–116), Tampere, Finland, June 7–9, 2006. New York, NY, USA: ACM.
Gee, J. P., & Grosjean, F. (1984). Empirical evidence for narrative structure. Cognitive Science, 8(1), 59–85. https://doi.org/10.1016/S0364-0213(84)80025-7
Gelmini-Hornsby, G., Ainsworth, S., & O’Malley, C. (2011). Guided reciprocal questioning to support children’s collaborative storytelling. International Journal of Computer-Supported Collaborative Learning, 6(4), 577–600.
Glenn, C. G. (1978). The role of episodic structure and of story length in children’s recall of simple stories. Journal of Verbal Learning and Verbal Behavior, 17(2), 229–247. https://doi.org/10.1016/S0022-5371(78)90164-0
Glos, J. W., & Cassell, J. (1997). Rosebud: Technological toys for storytelling. In S. Pemberton (Ed.), Proceedings of the Conference on Human Factors in Computing Systems (pp. 359–360). New York: ACM Press.
Gordon, C. J., & Braun, C. (1983). Using story schema as an aid to reading and writing. The Reading Teacher, 37(2), 116–121.
Graham, S., Berninger, V., & Abbott, R. (2012). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading & Writing Quarterly, 28, 51–69.
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32(3), 516–536. https://doi.org/10.1016/j.cedpsych.2007.01.002
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/10.1037/a0029185
Graves, A., Semmel, M., & Gerber, M. (1994). The effects of story prompts on the narrative production of students with and without learning disabilities. Learning Disability Quarterly, 17(2), 154–164.
Haberlandt, K. (1980). Story grammar and reading time of story constituents. Poetics, 9(1–3), 99–118. https://doi.org/10.1016/0304-422X(80)90014-5
Harris, Y., & Schroeder, V. M. (2012). What the Berenstain Bears can tell us about school readiness: Maternal story grammar style and preschool narrative recall. Journal of Early Childhood Research, 10(2), 176–195.
Hartman, H. (2002). Scaffolding and cooperative learning. Human Learning and Instruction (pp. 23–69). New York: The City College of the City University of New York.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571. https://doi.org/10.2307/1170506
Hidi, S., Berndorff, D., & Ainley, M. (2002). Children’s argument writing, interest and self-efficacy: An intervention study. Learning and Instruction, 12(4), 429–446. https://doi.org/10.1016/S0959-4752(01)00009-3
Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 144–157). New York, NY: The Guilford Press.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.
Hourcade, J. P., Bederson, B. B., & Druin, A. (2004). Building KidPad: An application for children’s collaborative storytelling. Software: Practice and Experience, 34(9), 895–914.
Huang, M. C. L., Chou, C. Y., Wu, Y. T., Shih, J. L., Yeh, C. Y. C., Lao, A. C. C., ... & Chan, T. W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395–433. https://doi.org/10.1007/s40692-020-00161-w
Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196–205.
Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10(3), 214–229.
Johnson, N. S., & Mandler, J. M. (1980). A tale of two structures: Underlying and surface forms in stories. Poetics, 9(1–3), 51–86. https://doi.org/10.1016/0304-422X(80)90012-1
Kılıçkaya, F. (2019). Learners’ perceptions of collaborative digital graphic writing based on semantic mapping. Computer Assisted Language Learning, 33(1–2), 58–84. https://doi.org/10.1080/09588221.2018.1544912
Kaya, B., & Kan, A. (2019). Development of an attitude scale towards story writing for third-fourth-grade primary school students. Turkish Journal of Education, 8(1), 1–15.
Kellett, M., & Dar, A. (2007). Children researching links between poverty and literacy. York: Joseph Rowntree.
Khan, K. S., Gugiu, M. R., Justice, L. M., Bowles, R. P., Skibbe, L. E., & Piasta, S. B. (2016). Age-related progressions in story structure in young children’s narratives. Journal of Speech, Language, and Hearing Research, 59(6), 1395–1408. https://doi.org/10.1044/2016_JSLHR-L-15-0275
Klein, K., & Boals, A. (2001). Expressive writing can increase working memory capacity. Journal of Experimental Psychology: General, 130, 520–533.
Knudson, R. E. (1991). Development and use of a writing attitude survey in grades 4 to 8. Psychological Report, 68(3), 807–816. https://doi.org/10.2466/pr0.1991.68.3.807
Knudson, R. E. (1995). Writing experiences, attitudes, and achievement of first to sixth graders. The Journal of Educational Research, 89(2), 90–97. https://doi.org/10.1080/00220671.1995.9941199
Kong, S. C., & Li, P. (2016). The interest-driven creator theory and coding education. In D. Gao, Y. T. Wu, T. W. Chan, S. C. Kong, M. H. Lee, J. C. Yang, J. L. Shih, J. C. Hong, J. Shang, K. H. Cheng, & S. Y. Chen (Eds.), Workshop Proceedings of the 20th Global Chinese Conference on Computers in Education (pp. 116–119). Hong Kong: The Hong Kong Institute of Education.
Koster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 299–324.
Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. https://doi.org/10.1007/BF03173109
Lawshe, C. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.
Lan, Y. J., Sung, Y. T., Cheng, C. C., & Chang, K. E. (2015). Computer-supported cooperative prewriting for enhancing young EFL learners’ writing performance. Language Learning & Technology, 19(2), 134–155.
Leaman, R. E. (1993). Effects of direct instruction of story grammar on story writing and reading comprehension of elementary school learning disabled students. In Timothy V. Rasinski and Nancy D. Padak (Eds.), Inquiries in literacy learning and instruction (pp. 15–24). Newark, DE: International Reading Association.
Lee, J. F. K. (2016). Enriching short stories through processes – A functional approach. System, 58, 112–126. https://doi.org/10.1016/j.system.2016.03.012
Lee, Y. C., Liao, C. C. Y., & Chan, T. W. (2010). Crazy Brush: Designing the scribbles environment to improve children’s interest in writing. In B. Chang et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education (pp. 73–75). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
Lehnert, W. G. (1981). Plot units and narrative summarization. Cognitive Science, 5(4), 293–331. https://doi.org/10.1016/S0364-0213(81)80016-X
Li, X., & Chu, S. K. (2018). Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students. Computers & Education, 126, 359–375.
Liao, C. C. Y., Chang, W. C., & Chan, T. W. (2018). The effects of participation, performance, and interest in a game‐based writing environment. Journal of Computer Assisted Learning, 34(3), 211–222.
Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14–24.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84, 177–193.
Liu, C. C., Chen, H. S., Shih, J. L., Huang, G. T., & Liu, B. J. (2011). An enhanced concept map approach to improving children’s storytelling ability. Computers & Education, 56(3), 873–884. https://doi.org/10.1016/j.compedu.2010.10.029
Liu, C. C., Liu, K. P., Wang, P. H., Chen, G. D., & Su, M. C. (2012). Applying tangible story avatars to enhance children’s collaborative storytelling. British Journal of Educational Technology, 43(1), 39–51.
Liu, C. C., Wu, L. Y., Chen, Z. M., Tsai, C. C., & Lin, H. M. (2014). The effect of story grammars on creative self‐efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450–464. https://doi.org/10.1111/jcal.12059
Mandler, J. M. (1978). A code in the node: The use of a story schema in retrieval. Discourse Processes, 1(1), 14–35. https://doi.org/10.1080/01638537809544426
Mandler, J. M. (1982). Some uses and abuses of a story grammar. Discourse Processes, 5(3–4), 305–318. https://doi.org/10.1080/01638538209544547
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111–151. https://doi.org/10.1016/0010-0285(77)90006-8
Mathes, P. G., Fuchs, D., & Fuchs, L. S. (1997). Cooperative story mapping. Remedial and Special Education, 18(1), 20–27. https://doi.org/10.1177/074193259701800105
Mavrogenes, N. A. (1983). Teaching implications of the schemata theory of comprehension. Literacy Research and Instruction, 22(4), 295–305. https://doi.org/10.1080/19388078309557719
McConaughy, S. H. (1980). Using story structure in the classroom. Language Arts, 7(2), 157–165.
Montague, M., & Graves, A. (1993). Improving students’ story writing. Teaching Exceptional Children, 25(4), 36–37. https://doi.org/10.1177/004005999302500408
Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23(3), 190–197.
Morrow, L. M. (1984). Reading stories to young children: Effects of story structure and traditional questioning strategies on comprehension. Journal of Reading Behavior, 16(4), 273–288. https://doi.org/10.1080/10862968409547521
Nunnally, J. C. (1979). Psychometric theory: Second edition. Applied Psychological Measurement, 3(2), 279–280.
Nuutinen, J., Sutinen, E., Botha, A., & Kommers, P. (2010). From mindtools to social mindtools: Collaborative writing with Woven Stories. British Journal of Educational Technology, 41(5), 753–775. https://doi.org/10.1111/j.1467-8535.2009.00973.x
Oktarina, P. S. (2018). Innovative teaching strategies for teaching reading: Reciprocal teaching strategy and face story strategy. Yavana Bhasha: Journal of English Language Education, 1(1), 58–68.
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum.
Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551–569. https://doi.org/10.1111/bjep.12091
Pinto, G., Tarchi, C., & Bigozzi, L. (2016). Development in narrative competences from oral to written stories in five- to seven-year-old children. Early Childhood Research Quarterly, 36, 1–10. https://doi.org/10.1016/j.ecresq.2015.12.001
Pintrich, P. R. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Retrieved January 23, 2019, from https://eric.ed.gov/?id=ED338122.
Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills. Journal of Educational Psychology, 110(5), 640–663. https://doi.org/10.1037/edu0000237
Riley, G. L. (1993). A story structure approach to narrative text comprehension. The Modern Language Journal, 77(4), 417–432.
Ruegg, R., & Sugiyama, Y. (2013). Organization of ideas in writing: What are raters sensitive to? Language Testing in Asia, 3, 1–13. https://doi.org/10.1186/2229-0443-3-8
Rumelhart, D. E. (1975). Notes on a schema for stories. In D. G. Bobrow & A. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 211–236). New York, NY: Academic Press. https://doi.org/10.1016/B978-0-12-108550-6.50013-6
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224.
Shapiro, L. R., & Hudson, J. A. (1991). Tell me a make-believe story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental psychology, 27(6), 960–974.
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91–100. https://doi.org/10.1037/0022-0663.81.1.91
Silvia, P. J. (2006). Exploring the psychology of interest. New York, NY: Oxford University Press.
Spencer, T. D., & Petersen, D. B. (2018). Bridging oral and written language: An oral narrative language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569–581. https://doi.org/10.1044/2018_LSHSS-17-0030
Spandel, V., & Stiggins, R. (1997). Creating writers: Linking writing assessment and instruction (2nd ed.). New York: Longman.
Staal, L. A. (2000). The story face: An adaptation of story mapping that incorporates visualization and discovery learning to enhance reading and writing. The Reading Teacher, 54(1), 26–31.
Stein, N. L. (1979). How children understand stories: A developmental analysis. In L. Katz (Ed.), Current topics in early childhood education (Vol. 2, pp. 261–290). Norwood, NJ: Ablex.
Stein, N. L. (1982a). The definition of a story. Journal of Pragmatics, 6(5–6), 487–507. https://doi.org/10.1016/0378-2166(82)90022-4
Stein, N. L. (1982b). What’s in a story: Interpreting the interpretations of story grammars. Discourse Processes, 5(3–4), 319–335. https://doi.org/10.1080/01638538209544548
Stein, N. L. (1988). The development of children’s storytelling skill. In M. B. Franklin & S. S. Barten (Eds.), Child language: A reader (pp. 282–297). New York, NY: Oxford University Press.
Stein, N. L., & Glenn, C. G. (1975). An analysis of story comprehension in elementary school children: A test of a schema. (ERIC Document Reproduction Service No. ED121474).
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing: Advances in discourse processes (Vol. 2, pp. 53–120). Norwood, NJ: Ablex.
Stein, N. L., & Nezworski, T. (1978). The effects of organization and instructional set on story memory. Discourse Processes, 1(2), 177–193. https://doi.org/10.1080/01638537809544433
Stein, N. L., & Trabasso, T. (1982). What’s in a story: An approach to comprehension and instruction. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 2, pp. 213–267). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stipek, D. J. (1993). Motivation to learn: From theory to practice (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Sun, Z., Yang, X. M., & He, K. K. (2016). An extensive reading strategy to promote online writing for elementary students in the 1:1 digital classroom. Computer Assisted Language Learning, 29(2), 398–412.
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77–110.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing: An Interdisciplinary Journal, 26(1), 17–44. https://doi.org/10.1007/s11145-012-9379-2
Ukrainetz, T. A. (2006). Teaching narrative structure: Coherence, cohesion and captivation. In T. A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding PreK-12 literacy achievement (pp. 195–246). Greenville, SC: Thinking Publications.
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210.
Vallecorsa, A. L., & deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173–189.
Vogler, C. (2007). The writer’s journey: Mythic structure for writers (3rd ed.). Studio City, CA: Michael Wiese Productions.
Watanabe, L. M., & Hall-Kenyon, K. M. (2011). Improving young children’s writing: The influence of story structure on kindergartners’ writing complexity. Literacy Research and Instruction, 50(4), 272–293. https://doi.org/10.1080/19388071.2010.514035
Weaver, P. A., & Dickinson, D. K. (1982). Scratching below the surface structure: Exploring the usefulness of story grammars. Discourse Processes, 5(3–4), 225–243. https://doi.org/10.1080/01638538209544544
Whaley, J. F. (1981). Readers’ expectations for story structure. Reading Research Quarterly, 17(1), 90–114.
Wong, L. H., Chan, T. W., Chen, Z. H., King, R. B., & Wong, S. L. (2015). The IDC theory: Interest and the interest Loop. In T. Kojiri, T. Supnithi, Y. Wang, Y. T. Wu, H. Ogata, W. Chen, S. C. Kong, & F. Qiu (Eds.), Workshop Proceedings of the 23rd International Conference on Computers in Education (pp. 804–813). Hangzhou, China: Asia-Pacific Society for Computers in Education.
Wong, L. H., Chan, T. W., Chen, W., Looi, C. K., Chen, Z. H., Liao, C. C., ... & Wong, S. L. (2020). IDC Theory: Interest and the interest loop. Research and Practice in Technology Enhanced Learning, 15. https://doi.org/10.1186/s41039-020-0123-2
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis. Computer Assisted Language Learning, 32, 132–162.
Yang, X., Guo, X, & Yu, S. (2016). Effects of cooperative translation on Chinese EFL student levels of interest and self-efficacy in specialized English translation. Computer Assisted Language Learning, 29(3), 477–493.
Yazdani, M. (1989). Computational story writing. In N. Williams, & P. Holt (Eds.), Computers and writing: Models and tools (pp. 125–147). Norwood, NJ: Alex Publishing.
Yeh, Y. L., & Lan, Y. J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693–708.
Zheng, L., Liu, R., & Zhang, X. (2020). Effects of an interest-driven creation approach on students’ mobile learning performance and creativity in learning science in a science museum. Journal of Computers in Education, 1–24. https://doi.org/10.1007/s40692-020-00175-4