Mapping Digital Storytelling in Interactive Learning Environments

Abstract

This study used bibliographic analysis to validate the research trends of technology-enhanced digital storytelling (DS) in education and educational research published from 2005 to 2022, reviewing the literature found in the Web of Science (WoS) databases. The study investigated trends in learning domains in DS by primarily analyzing the top published journals and the most frequently cited DS-related articles, countries, publishing authors, occurring keywords, research methods, and application domains in the field. This paper mainly used bibliometric analysis and examined the relationship between keywords using the VOSviewer software. Four thematic clusters were identified: DS, education, technology, and literacy. The results show that Robin’s study is the most frequently cited DS-related work in the education and educational research field. Important findings in the literature about the main application domains in DS research are that activity is dominant, there is no specific domain, followed by the application of language, and next by position studies. The results highlight the research trend of technology-enhanced storytelling education, and recommendations are provided for future research. For field researchers, the analysis serves as a map to explore the indiscernible relationships among DS research trends, providing new avenues for DS researchers to investigate further.