Iranian Journal of Learning and Memory

Abstract The purpose of this research was to design a personal brand digital storytelling learning model.
The present research was conducted with a qualitative approach and research methods of content analysis and theme analysis. The research community is all the written sources, articles, books and researches related to the digital storytelling of personal brands in various scientific bases in the years 2000 to 2024 and all specialists and experts in the field of personal branding. The purposeful sampling method is of the criterion type and the criterion for determining the sample size is to reach the saturation volume. The data collection tool was a semi-structured interview and a researcher-made questionnaire. Qualitative analysis and thematic analysis were used to collect data. In this way, the theoretical foundations of storytelling were studied and analyzed, and semi-structured interviews were conducted with 11 experts from educational, commercial, and industrial fields familiar with personal brand storytelling at Allameh Tabataba'i University, and thematic analysis was done, and finally based on The model was created based on the data of content analysis and theme analysis.
The research findings showed that the personal brand digital storytelling learning model has 4 dimensions: personal branding, personal brand storytelling, personal brand story content production, and personal brand story content evaluation, and includes 15 components and 57 indicators.
The results showed that the personal brand digital storytelling learning model for students is a multi-dimensional and multi-component process and its realization demands the comprehensive attention of higher education officials and students.

Abstract This study aimed to evaluate the effect of web-based games on facilitating and enhancing reading and writing skills in learning English vocabulary. The research employed a pre-test and post-test experimental design with a control and an experiential group. Thirty-six elementary students at fourth, fifth, and sixth grades from the west of Tehran were selected as the participants who were randomly assigned to research groups. The experimental group used web-based games. Then, a checklist developed by the researchers was used to assess learning and facilitation in the two groups. Having examined the differences between the experimental group and control group by removing the pretest factor and by controlling the effect of the pretest, the study showed a significant difference in posttest (P <0.05 and F = 32.79) between the two groups. As a result, the hypothesis that educational intervention (web-based games) had a significant effect on reading and writing scores was confirmed with 95% confidence. The following results were obtained from statistical analyses: (a) Web-based learning has a significant effect on facilitating the learning of English vocabulary; and (b) Web-based learning has a significant effect on improving reading and writing skills. Therefore, the findings of this study show that using web-based games can be effective in facilitating and increasing reading and writing skills in learning English vocabulary.