Document Type


Date of Degree

Fall 2012

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Fehn, Bruce

First Committee Member

Hamot, Greg

Second Committee Member

Bills, David

Third Committee Member

Moroye, Christy

Fourth Committee Member

Hlebowitsh, Peter


This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.


emotion, history, learning, motivation, technology


xii, 177 pages


Includes bibliographical references (pages 168-177).


This thesis has been optimized for improved web viewing. If you require the original version, contact the University Archives at the University of Iowa:


Copyright © 2012 Amy Lynn Jones

Included in

Education Commons