The Danish subject in primary and lower secondary school is traditionally a subject that has the main emphasis on teaching work with texts and must support the student's reading and writing skills. The aim of this Design-Based Research study is to investigate how to create a didactic design through several iterations, where the goal is to promote the student's motivation to work with oral texts using technology. Based on pragmatic learning theory and the theory of self-determination, it leads us to five design principles for a didactic design within orality in the Danish subject. The research method chosen is based on principles derived from design-based research, where we through testing a didactic design and subsequent analysis of interviews and questionnaire surveys seek to further develop the design and qualify as well as derive new design principles. The design principles are tested with two iterations at two primary schools with pupils from 6th grade.
The study shows that students generally experience great motivation in working with audio narratives. It is especially the independent work around narration and editing that engages the students. In the study, we also see that students generally have difficulty giving each other feedback and that students can benefit from concepts and focus points to rely on when giving each other feedback.
The conclusion of the study is that the students are motivated by producing their own sound narratives, but factors such as the degree of freedom of choice, the progression of the course, and the quality of the dialogical interaction between teacher and students can be at least as important.