The effectiveness of digital storytelling as a tool for the formation of administrative values of students in pedagogical practice

BackgroundA growing interest has centered on digital storytelling in health research, described as a multi-media presentation of a story using technology. The use of digital storytelling in knowledge translation (KT) is emerging as technology advances in healthcare to address the challenging tasks of disseminating and transferring knowledge to key stakeholders. We conducted a scoping review of the literature available on the use of patient digital storytelling as a tool in KT interventions.MethodsWe followed by Arksey and O’Malley (Int J Soc Res Methodol 8(1):19–32, 2005), and Levac et al. (Implement Sci 5(1):69, 2010) recommended steps for scoping reviews. Search strategies were conducted for electronic databases (Medline, CINAHL, Web of Science, ProQuest dissertations and theses global, Clinicaltrials.gov and Psychinfo). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) was used to report the review process.ResultsOf 4656 citations retrieved, 114 full texts were reviewed, and twenty-one articles included in the review. Included studies were from nine countries and focused on an array of physical and mental health conditions. A broad range of interpretations of digital storytelling and a variety of KT interventions were identified. Digital storytelling was predominately defined as a story in multi-media form, presented as a video, for selective or public viewing and used as educational material for healthcare professionals, patients and families.ConclusionUsing digital storytelling as a tool in KT interventions can contribute to shared decision-making in healthcare and increase awareness in patients’ health related experiences. Concerns centered on the accuracy and reliability of some of the information available online and the impact of digital storytelling on knowledge action and implementation.

This study explored the use of digital storytelling as a tool for inclusive teaching among non-SPED teachers at Canduman National High School, Mandaue City, Cebu. Using a quantitative-descriptive correlational design, data were collected from 20 non-SPED teachers through a validated researcher-made questionnaire. The findings revealed that although teachers recognized digital storytelling as very effective in enhancing learners’ engagement, comprehension, attention, creativity, and digital literacy, only a limited number of tools, primarily PowerPoint, Canva, and Google Slides were frequently used. Most digital storytelling tools were rarely or never utilized due to barriers such as time constraints, limited ICT resources, lack of technical skills, and inadequate administrative support. Results also showed that teachers consistently demonstrated strong inclusive teaching practices, particularly in using visuals, creating supportive classroom environments, and ensuring clarity of instruction. Correlation analysis indicated no significant relationship between the frequency of using digital storytelling tools and learning outcomes, however, a significant moderate relationship was found between inclusive teaching practices and the effectiveness of digital storytelling. This suggests that digital storytelling becomes most impactful when paired with strong inclusive strategies. A needs-based Learning Enhancement Plan was developed to strengthen teacher competencies, enhance ICT access, and promote the effective integration of digital storytelling in inclusive classrooms. The plan aims to support teachers in providing equitable, engaging, and meaningful learning experiences for all learners.

With the technological developments in the 21st century, it is now necessary to integrate technological renovations effectively into teaching-learning environments. There are several approaches that allow integration of technology into teaching-learning environments. One of these approaches is digital storytelling. The purpose of this study was to examine preservice teachers' views about the use of digital storytelling in biology teaching as an instructional tool. The study group included 16 third grade preservice teachers attending the Department of Biology Teaching at the Ziya Gokalp Education Faculty at Dicle University. The preservice teachers, who took part in digital storytelling activities which were carried out in four weeks in the Spring Term of the academic year of 2014-2015, formed their own digital stories at the end of the activities. Following the activities, the preservice teachers were asked for their views about the use of digital storytelling in biology teaching. According to the results of the study, the preservice teachers reported that use of digital storytelling in lessons could increase students' learning. Also, the preservice teachers stated that digital storytelling activities were entertaining; that these activities could attract students' attention; and that students could take an active role during the activities. On the other hand, regarding the limitations of the use of digital storytelling, the preservice teachers pointed out that digital storytelling allows transferring limited information. Consequently, the preservice teachers stated that they wanted to use digital storytelling process in future because it allowed learning by doing and living, added visuality to biology lessons, and made learning permanent.

One of the directions of the Strategy for the development of librarianship until 2025 is the development of effective communications, which requires the use of modern methods of communication. Storytelling as one of the methods of presenting information has been used for more than a decade in marketing, advertising, copywriting, pedagogy, and journalism. The purpose of the study is to outline the use of digital storytelling as a new form of communication with users and analysis of the implementation of the optional component “Digital storytelling” in the training program for information professionals. Realization of the purpose provides performance of such tasks: the analysis of scientific publications on a research theme; acquaintance with the experience of using digital storytelling in the information specialists’ activities, presentation of implementing a selective educational component in the educational process and the formation of competencies corresponding to the professional activities of information specialists. The research methodology of the study is based on general scientific and special methods. In particular, general scientific principles of systematic and comprehensive cognition and the unity of theory and practice are used. Methods of analysis, synthesis and generalization, content analysis, observation and forecasting are used. The scientific novelty of the study is to substantiate the feasibility of using digital storytelling methods in libraries, which became the basis for the introduction of the discipline “Digital storytelling” for students majoring in “Information, Archival and Library Affairs” at the Kyiv National University of Culture and Arts. Conclusions. The importance of libraries’ effective communication and the use of innovative methods of working with users has been emphasized, in particular, the use of storytelling has been suggested. The application of digital storytelling for the realization of the communication function of libraries in the conditions of virtualization of library space has been investigated. The experience of introduction of the discipline “Digital storytelling” in the educational process is presented, the competencies formed by the discipline are outlined, and their correspondence to the professional activity of information specialists is analyzed.

Digital technology advancements have created innovative opportunities in early childhood education, particularly through digital storytelling. This research is motivated by challenges in developing expressive language skills in children in the digital era and the lack of comprehensive literature on the effectiveness of digital storytelling in Indonesian early childhood education contexts. This study aims to explore and analyze the phenomenon of using digital storytelling as a learning medium to develop expressive language skills in children aged 5-6 years. The research employed a qualitative method with a phenomenological approach, involving 15 children and 8 teachers at Darul Mustofa Burneh Kindergarten, Bangkalan, Madura. The results indicate that digital storytelling significantly improves children's ability to express ideas, retell stories with more complex structures, and develop new vocabulary. Thematic analysis identified four main themes: (1) Improved Quality and Complexity of Expressive Language, (2) Increased Active Participation and Duration of Children's Speaking, (3) Positive Impact on Introverted Children, and (4) Increased Social and Collaborative Learning. This study concludes that appropriate and curriculum-integrated use of digital storytelling can be an effective strategy in developing expressive language skills in early childhood. This research contributes to the developme nt of innovative technology-based learning models that align with the developmental characteristics of children in the digital era.

Storytelling is an effective technique for resolving disputes and conflict while preserving relationships, self-image, and cultural standards. With increased access to the internet and social media, digital storytelling has become instrumental in spurring awareness and change in areas of social injustice and inequality. This chapter briefly examines the science and culture of storytelling and explores the use of digital storytelling in multiple contexts. The author establishes evidence-based support for the use of storytelling and/or digital storytelling 1) to mitigate educator bias in school discipline policy and practices; 2) to counteract and/or reduce negative psychological, emotional, and cultural impacts of excessive or disparate disciplinary practices; 3) to increase cross-sector awareness, advocacy, and engagement on exclusionary discipline issues. The author also proposes a counter-storytelling method for enhanced qualitative and quantitative data-gathering in school discipline cases.

This study investigated the use of Digital Storytelling (DST) and teaching strategies among non-SPED teachers in inclusive classrooms at Tingub National High School, Mandaue City. Employing a quantitative-descriptive correlational design, data were gathered from 20 teachers using a validated questionnaire. Findings revealed a constrained use of digital storytelling tools, with heavy reliance on PowerPoint, while numerous other platforms remained largely unused. Despite this, teachers demonstrated a high extent of inclusive teaching practices, consistently fostering an accepting classroom environment. They perceived digital storytelling tools as highly effective in improving diverse learning outcomes, including comprehension, engagement, and critical thinking. However, correlation analysis showed no significant relationship between the frequency of digital storytelling tool use and its perceived effectiveness, nor between the extent of teaching practices and digital storytelling effectiveness. Major challenges identified were time constraints, limited access to technology, and insufficient technical skills. Consequently, teachers expressed a strong need for hands-on training, improved ICT resources, and collaborative support. The study concludes that while teachers are committed to inclusion and recognize digital storytelling tools value, significant barriers impede its optimal application. Therefore, a needs-based Learning Enhancement Plan was developed, focusing on capacity-building, resource provision, and institutional support to empower teachers in effectively leveraging digital storytelling for enhanced inclusive education.

Abstract:
 The motivation behind this study was to decide the reaction of EFL students to the use of Digital Storytelling in learning Listening based on understanding. The researcher collected the sample for this study administered 30 participants from six-semester EFL students of English Department. This research is included in the quantitative approach and the research design used is quantitative survey research. The research instrument is a questionnaire. Judging from the survey results, the responses of EFL students to the use of Digital Storytelling in Listening Skills learning were positive and the final results of the questionnaire which consisted of 10 total items showed a pleasant classification. The findings of this study shows that 30% strongly agree to the statement “Moving pictures in digital storytelling help you understand the story being told”. Meanwhile, there were 0% participant chose strongly disagree. This study intends to examine EFL students' responses to the use of Digital Storytelling in learning Listening skills. As well as to investigate how EFL students feel about using Digital Storytelling. The data shows that Digital Storytelling is an effective language-learning media.
 Keywords: Digital Storytelling, EFL, Learning, Listening Skills.

This study provides a comprehensive overview of the research in digital storytelling and identifies the key themes and trends in this area. Digital storytelling is an emerging field that has gained significant attention in recent years. In this study, we conducted a bibliometric analysis of the digital storytelling literature to examine this field's growth and development. The data collected from the Web of Science database was analyzed quantitatively, revealing a significant growth in digital storytelling as a field in recent years. The analysis revealed that the number of publications in this area has noticeably increased. The field's most productive authors, journals, and institutions were identified, and the key themes, trends, and challenges in digital storytelling research were identified. The analysis revealed that the most frequent keywords in the literature were "technology," "literacy," "education," language," "students," "learning-motivation," "pedagogy," "English," and "stories." The key themes that emerged from the literature were the use of digital storytelling in education, the role of technology in digital storytelling, and the use of digital storytelling for social change. The co-occurrence of keywords revealed strong connections between the themes of education, learning, and technology in digital storytelling research. The analysis also revealed that the field of digital storytelling had grown rapidly in recent years, with a significant increase in the number of publications. The number of publications in digital storytelling has increased exponentially in the last decade, and this trend is expected to continue. The analysis also revealed that the majority of publications in digital storytelling are in the subfields of education and English. The analysis revealed that the field of digital storytelling is still in its early stages, and there is a need for more research in this area.

Purpose – Digital storytelling as a form of technology integration in education has provided a new way of learning Social Studies in elementary schools. Although its effectiveness has been proven in various disciplines, the literature discussing the specific use of digital storytelling in elementary school social studies is still minimal. This study aims to fill this gap by exploring publication patterns, research trends, and collaborations related to the use of digital storytelling in elementary school social studies learning.Methodology – This study uses a quantitative method with a bibliometric analysis design to identify publication patterns, research trends, and collaboration networks based on quantitative data from journals and scientific articles. Data were obtained from publications in the 2020–2024 period indexed in Google Scholar, Scopus, and Web of Science (WoS).Findings – This study shows a notable rise in digital storytelling research in elementary schools during the first three-quarters of the analysis period, followed by a decline in the final quarter. Keyword analysis highlighted the dominance of "Digital Storytelling" (465 times), with other frequent terms including "Learner" (52), "Social Science" (40), and themes like motivation, perception, and language learning. These findings reflect a growing interest in digital storytelling for social studies, though the recent decline underscores the need for sustained strategies to maintain its relevance and effectiveness in schools.Contribution – This study's implications indicate that implementing digital storytelling in social studies learning in elementary schools has positively impacted student engagement and understanding.

Alzheimer's disease (AD), the most common form of dementia, is a progressive neurodegenerative disorder that predominantly affects the elderly population. Traditional assessment methods, including neuropsychological tests like the MMSE, have been the cornerstone of AD diagnosis for decades. These methods are grounded in a wealth of research and clinical experience, providing a robust framework for understanding the cognitive deficits of AD. The evolution of AD assessment and rehabilitation has recently been tackled with the introduction of Virtual Reality (VR) technologies. To evaluate the use of storytelling and reminiscence therapy in virtual reality programs as a complementary and enhancing modality alongside standard assessment and rehabilitation for Alzheimer's patients. To explore how regular interaction with VR narratives can slow cognitive decline or improve relevant features of cognitive functioning over the time. To propose a new assessment and rehabilitative tool based on the use of VR and digital storytelling. A comparative analysis of Standard Neuropsychological Approaches and Virtual Reality Interventions in patients with Alzheimer disorder was carried out. A literature overview on the empirical studies between 2019 and 2024 was conducted. We propose a new VR-based setup mediated by the use of storytelling for the assessment and recovery of AD. The employment of storytelling within VR programs for the assessment and rehabilitation of Alzheimer's disease can positively impact both the cognitive and emotional realms of patients, with beneficial outcomes on caregivers' and families' burden. The successful implementation of this approach requires careful consideration of accessibility, data interpretation, and standard validation protocols.

Autism spectrum disorder (ASD) can be categorized according to neurodevelopmental disorder outlined by deficits in social, communicative and psychological feature skills. In Malaysia, ASD cases have redoubled within the previous years as proved by the amount of cases seeking medical attention. Providing effective and appropriate services for children with ASD requires educators to be knowledgeable regarding the methods of implementation, the rationale and the impact of the intervention strategies. This research is a case study on the use of digital storytelling through Pixton to explore the teacher perceptions of the exposure of digital storytelling towards children with ASD. The methodology employed includes pre and post interviews with 4 teachers who have at least (3) years of experience with children with ASD. Digital storytelling sessions were also observed using video recording to capture the interactions of the participants. The study revealed that the participants provide positive views related to the communication and social skills obtained from the digital storytelling sessions. Combined with multimedia elements, digital storytelling encouraged the children with ASD to be more interested focus on learning. Overall, the study established that the teachers' perceptions are positive towards the use of digital storytelling as an alternative method to the teaching and learning process for the children with ASD. It is envisaged that this study could support teachers in the teaching and learning process in the future by providing effective intervention which can further intensify teaching strategies for children with ASD.

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

This study aims to investigate the use of digital storytelling as a learning medium to improve students’ speaking skills. Specifically, it examines whether the implementation of digital storytelling significantly enhances students’ ability to speak English and explores students’ perceptions toward its use in the learning process. This research used a quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class20 students in the experimental class and 20 students in the control class.The researcher used test and questionnaire as the instruments of this research. The researcher used a speaking test and a students’ questionnaire as the instruments of this research. This research analysed the effect of using digital storytelling in improving students’ speaking skills. The design of this research was a quantitative research through quasi experimental using a non-equivalent group design. Quasi experimental in this research to measure the effect of the objects being experimented with. The result showed that the mean score of pre-tests in the experimental class was 51.8, and in the control class was 52.4. and the mean score of the experimental class in the post-test was 66.5, and the control class was 58.61. There was a significant effect of the mean score between the two groups on students’ speaking skills in using digital storytelling, but not in MTs Madani Alauddin Pao-pao. Questionnaire responses were analysed descriptively to determine the mean score of 4.075 shows that students’ attitude in the affective component belongs to the Positive category. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organise their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.

Storytelling is used in many cultures as an important way to communicate historical messages of lived experiences intergenerationally. Past studies indicated that storytelling is an effective tool in education and mental health, but evidence of the therapeutic use of digital storytelling is scarce. This review therefore explored available literature evidence of the use of digital storytelling media as mental health therapy to identify knowledge gaps for a further Secret Story Network role-playing game intervention study. Based on some key search terms and a set of inclusion and exclusion criteria, 14 full-text articles were systematically selected through searches of mainly EBSCOhost that connected seven databases, including AMED, BNI, CINAHL, EMBASE, EMCARE, Medline, and PsycINFO. The studies reviewed suggested a tactical focus on adolescents and adults older than 18 years and more females than men. Ten digital storytelling media interventions were found in 11 sources, but only two studies on older adults with dementia had a therapeutic intervention framework. Qualitative and mixed-methods reported in nine sources were shown to be the common study methodologies. The evidence extracted also revealed six criteria for classifying storytelling types, and the purposes, effects, benefits, and uses of digital storytelling indicated a general assumption that digital storytelling interventions have therapeutic, educational, social, and psychological effects. However, evidence suggests that while digital storytelling may significantly reduce symptoms of depression (p<.05), its effects on other mental health symptoms are inconclusive. Thus, further research into the psychotherapeutic effect of digital storytelling is necessary. Five implications for future research are discussed.