Designing Storyboard for Teaching Writing on Recount Text at Grade Tenth

This research was conducted with the objective of creating learning media for teaching writing skills to tenth-grade students at SMAN 5 Batam. The main focus was on designing a storyboard learning media that would enhance student’s motivation to learn writing, making the learning process more engaging and encouraging active participation, especially in writing recount texts. The researcher concentrated on the topic of recount texts for tenth-grade students. The research and development (R&D) approach was employed, utilizing the ADD model by Dick & Carry, which consisted of three stages: analyzing, designing, and development. Data were gathered through interviews and validation sheets. The storyboard teaching materials successfully met the validity criteria, with material validation scoring 82,2% and media validation scoring 80%. Consequently, the storyboard-based teaching materials were deemed suitable for implementation in the classroom to enhance students learning

Requirements gathering for tools in support of storyboarding in user experience design

Storytelling is often used support communication in early User Experience (UX) design, and the resulting stories are frequently visualized in the form of storyboards. However, storyboarding, the creation of storyboards, has also been identified as an important obstacle to the adoption of storytelling in UX design. Most UX designers do indeed not possess the drawing skills needed to produce professionally-looking storyboards. A problem that can be potentially overcome (or at least ameliorated) by using alternative (digital) storyboarding tools. A study into the user acceptance of existing tools is introduced in this paper. The results show that while traditional tools like pen and paper are still very much valued, digital tools are getting increasingly popular. We identify important limitations of existing tools and formulate requirements for future storyboarding tools.</p

A review of storyboard tools, concepts and frameworks

This paper describes and analyses storyboard tools, concepts and frameworks. It aims to identify gaps in storyboard works in an attempt to extend support for establishing a common ground between instruction designers and subject-matter experts as a distributed instructional design team. Twenty-four storyboard tools, concepts and frameworks are described according to the two classifications of domain applications, domain-independent and domain-dependent. They are reviewed and analysed with regard to three aspects of e-learning storyboard requirements: collaborative design environment, iterative process methodology and designer-centredness support. The finding shows that much less research has been done on collaborative environments and iterative processes than on supporting designers’ work. It is also found that storyboard systems have some limitations in terms of giving the distributed instructional design team opportunity to engage in these cognitive task-related activities