Digital Storytelling Process Research Articles

Digital storytelling: An educational approach for enhancing dyslexic children's writing skills, critical and cultural learning

AbstractThis paper reports an exploratory pilot study‐ which is part of a larger study‐ examining the impact of an innovative approach to enhancing the writing skills of primary school students with dyslexia, digital storytelling (DST), linked to critical and cultural learning. The study adopted a single‐subject design with a pre‐experimental approach (A‐B) to explore connections between the use of digital storytelling, and children's writing skills, as well as cultural and critical dimensions of learning. A socio‐cultural framework, drawing on Green's 3D model, and the Not‐So Simple View of Writing, informed the methodology adopted. A dual perspective aligning with the socio‐cultural theory was adopted, delving into both product and process of digital storytelling. The results revealed significant improvements in writing skills, cultural and critical behaviours, pre and post intervention, with large effect sizes, suggesting this may be a promising classroom approach to improve literacy and learning in children with dyslexia.

How not to talk about it: Using digital storytelling with children with anxiety

This paper explores the benefits and challenges of using digital storytelling (DST) in mental health research with children. By using DST to centre children's experiences, the study empathetically deepens our understanding of children's complex mental health issues. DST involves a gradual process that fosters safe self-expression and imaginative storytelling. The DST process can help convey difficult or stressful stories coherently and creatively to support both researchers and participants in understanding mental health issues. However, a narrow focus on neat endings and resolutions may limit authentic expression, indicating a need for more open-ended narrative structures to capture the complexities of children's mental health experiences.This is a story about three stories. This is also a story about the discoveries and challenges of working alongside children (ages 10–13) as they used digital storytelling to share their anxiety experiences through short self-made videos. Our journey began with two questions: How would children portray their anxiety through digital storytelling? What aspects of the digital storytelling process would be the most fruitful for both participants and researchers, and why? In this paper, we weave three of the children's stories within our own narrative of using digital storytelling as a research tool to better understand children's experiences of anxiety. Rather than present the children's stories as the results of our research, we use their stories as springboards for articulating and interrogating digital storytelling as a tool for understanding anxiety. We intertwine the first-person accounts of each child with our academic prose, deliberately highlighting the different ways of knowing that our approach enables.

Digital storytelling online: a case report exploring virtual design, implementation opportunities and challenges

BackgroundDigital storytelling is an arts-informed approach that engages short, first-person videos, typically three to five minutes in length, to communicate a personal narrative. Prior to the pandemic, digital storytelling initiatives in health services research were often conducted during face-to-face workshops scheduled over multiple days. However, throughout the COVID-19 lockdowns where social distancing requirements needed to be maintained, many digital storytelling projects were adapted to online platforms.MethodsAs part of a research project aiming to explore the day surgery treatment and recovery experiences of women with breast cancer in Peel region, we decided to pivot our digital storytelling process to an online format. During the process, we observed that the online digital storytelling format had multiple opportunities and challenges to implementation.ResultsThis paper outlines our promising practices and lessons learned when designing and implementing an online digital storytelling project including pre-production, production and post-production considerations.ConclusionsWe provide lessons learned for future teams intending to conduct an online digital storytelling project.

Digital storytelling for peacebuilding in a multilingual community

AbstractThis conceptual article discusses how a digital storytelling (DS) project encouraged inner, interpersonal, and intergroup peacebuilding between members of one Midwestern community in the United States. The article reports on a DS project where (1) multilingual participants explored themes of multilingualism and migration as they produced DS in a week‐long workshop and (2) community members viewed and responded to these DS in a series of public showings. The DS process helped create opportunities for connections across linguistic and cultural differences and provided a multimodal platform for multilingual community members to share their stories of migration and belonging. The process of DS production facilitated inner peacebuilding as multilingual speakers reflected upon internal conflicts related to multilingualism, migration, and their sense of belonging. Further, workshop participants were empowered to express their multilingual experiences, and their DS revealed continued searching for inner and interpersonal peace. During public showings, community members viewed the DS and then responded to prompts about migration, multilingualism, and belonging. Their answers revealed emotional responses, eagerness to understand multilingual experiences, and the desire to create harmonious relationships among community members. The authors believe that sharing the stories of multilingual speakers and hearing their experiences in their own words is a powerful tool for peacebuilding—rooting out conflict and striving to create a happy, healthy, and prosperous community.

A Research On The Digital Stories Prepared By Gifted Students About The History Of Geometry

Technological developments have made it necessary to make changes in mathematics education. These changes are not just students receiving information; It has made it important for them to grow up as individuals who can solve problems, produce, analyze-synthesise, think critically and creatively. Mathematics education and, accordingly, geometry has a great place in gaining these skills. It is thought that transferring the 21st century skills and the history of geometry to students through digital storytelling will be effective. Gaining these skills to gifted individuals, developing their talents, revealing their knowledge and capacities are of great importance for the society. Digital storytelling is among the applications that can be used in this context. In this study, it was tried to determine the reflections on the views of the gifted students included in the digital storytelling process on the nature of geometry and the formation of geometry knowledge. In the conducted research, the case study pattern, which is among the qualitative research methods, was used. The study group consists of 12 students from the Niğde Science and Art Center (BİLSEM). Each of the 12 students created a digital story about the history of geometry. This study data was collected through semi-structured interviews. Data were analyzed using the content analysis method. After the application of the digital storytelling method, it was observed that there was an increase in the categorization of these disciplines in the students' views on the sciences that geometry is related to, and their knowledge about geometry became clear. In this research, the digital storytelling process on the history of geometry was analyzed by the gifted students on the concept of geometry, the birth of geometry, what geometry contains, what kind of benefits it provides to people in real life and the branch of science related to the benefits it provides in real life, whether geometry can be learned by everyone and how it can be learned. It has been observed that the reflections have changed in a positive way. It is thought that including digital storytelling on the history of geometry in the mathematics education of gifted students is effective in keeping student motivation high and transferring information about mathematics education.

How Can Digital Storytelling Open Up Spaces for Activist Citizenship Where Young Children Create Stories of Hope and Resilience Across the World?

This article examines how 8-year-old children in a primary school in England develop new understandings of hardship and survival through the process of digital storytelling. The research presented here is part of a larger global literacy ‘Critical Connections Multilingual Digital Storytelling Project’ (2012-ongoing) working across 15 countries (Algeria, Australia, Cyprus, Egypt, England, Germany, India, Italy, Luxembourg, Malaysia, Palestine, Switzerland, Taiwan, Turkey, U.S.A.) in over 36 languages. We build on critical literacy research which argues that in creating texts, such as digital stories, with an ethic of social justice, children have to navigate tensions existing within cultures, languages, and communities. In our research, we look at what happens when children create their own collaborative digital story, interrogating these tensions surrounding ideas and realities of social justice, and decide how to represent their lives and the lives of others. We analyze the filmmaking process and how a class of 8-year-old children create a digital story, A Reflection on Water, for the project. As part of the process of creating their digital story, these children walk around their school playground carrying heavy buckets of water, raise money for Water Aid, create a website, and want children across the world to get clean water. These young children become part of a wider digital storytelling community at a global film festival, and we examine their reflections on the digital story, From my Window- De ma Fenêtre, created by older 10-year-old children in their school. A Ukrainian child joined this class during the project and their digital story shifted to incorporate their collective response to the Ukrainian crisis. In conclusion, we return to the Critical Connections Pedagogical Model and demonstrate collaborative filmmaking can open up spaces for activist citizenship with young children, and stories of hope and resilience.

A History Lesson Designed with the Digital Storytelling Method: Kara Fatma Example

Due to the reflections of the changes and developments in science and technology in the field of education, students need educational opportunities that can meet their changing learning needs. Based on this need, the main purpose of this study is to evaluate the digital storytelling process in history teaching and the contribution of this method to history teaching through the views of students. To achieve this goal, a history lesson about “Kara Fatma”, one of the heroines of the National Struggle in the 12th Grade Turkish Republic History of Revolution and Kemalism course, was designed using the digital storytelling method. A seven-week-long study was planned. The qualitative research method was used in the study. The study group consisted of 15 volunteer 12th-grade students. A semi-structured interview form was used to determine the evaluations of the students about the digital storytelling process, and a checklist was employed to evaluate students’ digital stories. The study data were analyzed with content analysis. As a result, it was found that students only used internet sources during the evidence search process, their knowledge of history was enriched with digital storytelling, and that they had difficulty eliciting material for their stories from a huge stack of information. It was concluded that this application contributed to making history lessons fun and could contribute to the presentation of brief and concise, but not long and boring, information and the use of critical thinking skills in lessons. Thus, it has been understood that digital storytelling may contribute to the development of historical literacy in students.

A Systematic Review of the Intelligent Digital Storytelling Process in Disseminating Health Information

Digital storytelling is a new concept in education that involves creating meaning. It is a tool with great potential, but in Thailand, it is currently not very popular in terms of sharing stories about disease. This review analyzes the components and processes of intelligent digital storytelling to aid the development of an intelligent digital storytelling platform for disseminating health information. Based on the synthesis of relevant documents, the research process involves 9 main steps: 1) identifying the review objectives, 2) reviewing research questions, 3) determining inclusion criteria, 4) finding relevant studies, 5) selecting documents, 6) data extraction, 7) arriving at a conclusion, 8) document synthesis and 9) discussion of the results. A study of articles from the PRISMA Checklist published between 2017 and 2022 revealed that ultimately only 47 articles met the inclusion criteria. From the analysis of the data, it was found that there are four main elements and 16 sub-components of intelligent digital storytelling. There are 12 steps in the process of intelligent digital storytelling with regard to health information dissemination. The optimal length of an intelligent digital narrative video clip relating to health information dissemination is approximately 2-5 minutes when it comes to achieving the best knowledge of health information.

Challenging the Master Narrative on Large-Scale Social Estates: Exploring Counterstories Through Digital Storytelling

The challenging and reframing of dominant narratives have been recognized as crucial to the regeneration of stigmatized areas. This article builds upon a digital storytelling process in the social estate of Peterbos, Brussels, to investigate how the counterstories of inhabitants challenge the “master narrative.” The counterstories foreground the spatial agency of tenants, the (dis)enabling role of space, and the difficult relationship with social housing companies. The article concludes that counterstories not only reveal dominant spatial imaginaries about high-rise estates but also have the potential to foster a more situated and experiential understanding of the relationship between people and space. However, it is important to note that digital storytelling is not a substitute for inclusive planning. Critical engagement with ongoing planning processes remains crucial.

Multimodal literacies and critical reflexivity: Digital storytelling as a 21st century tool for Learning Developers

Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments. Individual students, supported by other students in a facilitated “Story Circle”, create short videos using digital devices, still images, and a cloud-based video editor in response to a targeted story prompt. The DS process aligns closely with an emerging trend in universities to instil in their students both critical reflection skills and strong digital, media, and visual literacies to enable them to thrive in their professional and personal lives. This paper proposes the adoption of DS as an additional and innovative pedagogical strategy by Learning Developers (LDs) within discipline-specific embedded teaching. Embedded teaching is a well-established method of developing student literacies, and LDs already employ this approach to support academics across disciplines. The integration of DS into this practice would further strengthen the capacity of LDs to enhance students’ capabilities as they move into post-Covid, 21st-century ‘graduateness’.

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.

Understanding the Digital Storytelling Process for Museum Exhibition through Content Analysis

This research aims to identify, through various experts and scholars, of established digital storytelling process. The museum's environment has seen a substantial shift. Technology has allowed new engagement, visitor expectations have increased, rivalry for time and resources has risen, and buildings now serve more complex functions. There is no sign of a digital storytelling guideline for curators in Malaysia, even though digital storytelling has begun to emerge. Using content analysis, qualitative research methodology was employed. This finding establishes four primary processes and eight subprocesses for digital storytelling among experts and scholars.

Utilizing Digital Storytelling to Develop a Public Health Professions Pathway for Native American High School Students.

Digital storytelling is a decentering methodology in health promotion that positions the storyteller as an expert to create a narrative of their lived experiences. This article describes using a two-phase digital storytelling process within the Diné (Navajo) Educational Philosophy framework to guide the development of a culturally grounded curriculum plan that actively engages Diné youth in exploring health professions pathways in their community. The first phase consisted of developing a high school digital storytelling team by training three Diné youth attending high school on the Navajo Nation located in southwest United States, in digital storytelling. In the second phase, the high school digital storytelling team worked collaboratively with seven Diné students enrolled at the local tribal college to develop digital stories about navigating from high school to college. Data from seven completed digital stories were analyzed with assistance from a community advisory board to identify asset-based themes that contributed to positively transitioning from high school to a tribal college. The results revealed several strategies for successful transitions from high school to a public health college major. The culturally relevant strategies and stories were incorporated into a school-based health professions pathway curriculum plan for Diné youth.

A Contextual Document Review on the Digital Storytelling Process for Museum Exhibition

Digital Storytelling (DST) is a method of presenting information to an audience using narrative and digital media elements. However, no evidence defined that digital storytelling (DST) being employed in Malaysian museums or cultural tourism exhibitions. This research aims to establish a new digital storytelling process for Malaysian museum exhibitions. Six DST models from various established experts were analysed using MAXQDA 2020 through content analysis method. As a result, the workshop, pre-production, development, post-production, and dissemination processes of digital storytelling were established. Keywords: Digital Storytelling; Museum Exhibition; Process eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI7%20(Special%20Issue).3835

Participatory Visual Methods with caregivers of children with Congenital Zika Syndrome in Colombia: A case study.

Background: This study explores the acceptability and feasibility of the use of two different Participatory Visual Methods (Participatory Video and Digital Storytelling) in gathering information on the experiences and perspectives of carers of children with Congenital Zika Syndrome within Colombia. Methods: Participatory Video was used to assess the impact of the Juntos parent-support intervention in the lives of carers, and Digital Storytelling was used to explore the healthcare access for these children. In-depth interviews were conducted to probe participants on their views of these methods. Results: One Participatory Video was produced and four Digital Stories. Of the initial eight caregivers who took part in the Participatory Video process, four completed both the Digital Storytelling process and an in-depth interview about their experiences. The main factors shaping participants' experiences related to the skills learned in making the videos, the feeling of collectiveness and the control over the processes. Conclusions: Women with children with Congenital Zika Syndrome have reported feeling marginalised and misunderstood in daily life. This case study found that Participatory Visual Methods is acceptable and feasible. Moreover, these approaches can support groups in different aspects, such as providing a space to share their stories creatively, hear others in similar situations as them and increase the feeling of community.

Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling

This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean ( , and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNIModified = 0.20). This was followed by originality and flexibility (PNIModified = 0.19). Finally, was fluency (PNIModified = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of = 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of = 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS.

Lessons Learned through the Muslim Youngsters’ Creative Process of Digital Storytelling (DST) on Peace

The heterogeneous, rich and unique social cultural background of Indonesiahas routinely become a hidden agenda of hate speech, intolerance, cultural conflicts, and group friction leading to disharmony. Educational intervention is believely needed to address the issue of tolerance. This article aims to investigate ten young students’ experiences with their narration during the creative process of peace-themed Digital Storytelling (DST). By employing a narrative research paradigm, the study reveals the students’ thoughts during the creative DST process. The students’ statements, picture selection, and syntax served as the primary data. Applying Braun and Clark’s thematic analysis, the parameters of peaceful literacy included the commitment to one nation, tolerance, non-violence, and acceptance of various cultures and traditions. The results of this study on the students’ narratives indicated that these young people were peaceful literary agents who use their voices to speak about the importance of upholding cultural traditions, and respecting and accepting others. The study offers a novelty in terms of methods by using a narrative design to narrate the youngsters’ voice related to peace literacy, and in empirical contribution as the supplement to support the national curriculum as well as the implementation of peace-themed peace literacy in educational context.

Participatory Visual Methods with caregivers of children with Congenital Zika Syndrome in Colombia: A case study

Background: This study explores the acceptability and feasibility of the use of two different Participatory Visual Methods (Participatory Video and Digital Storytelling) in gathering information on the experiences and perspectives of carers of children with Congenital Zika Syndrome within Colombia. Methods: Participatory Video was used to assess the impact of the Juntos parent-support intervention in the lives of carers, and Digital Storytelling was used to explore the healthcare access for these children. In-depth interviews were conducted to probe participants on their views of these methods. Results: One Participatory Video was produced and four Digital Stories. Of the initial eight caregivers who took part in the Participatory Video process, four completed both the Digital Storytelling process and an in-depth interview about their experiences. The main factors shaping participants’ experiences related to the skills learned in making the videos, the feeling of collectiveness and the control over the processes. Conclusion: Women with children with Congenital Zika Syndrome have reported feeling marginalised and misunderstood in daily life. This case study found that Participatory Visual Methods is acceptable and feasible. Moreover, these approaches can support groups in different aspects, such as providing a space to share their stories creatively, hear others in similar situations as them and increase the feeling of community.

Dijital hikâye oluşturmanın yaratıcı düşünme becerisine katkısı

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.

The use of digital storytelling to address school-related burnout among 10-11 grade students

The paper presents how digital storytelling was used as an empowerment tool among high school students diagnosed with school-related burnout (N = 13) in Hungary. The aim of applying digital storytelling was to change students’ time perspective, which was measured with Stanford Time Perspective Inventory before and after the digital storytelling intervention. The creative method allowed students to express their personal school experiences on verbal and visual levels while using digital technologies. The outcomes of the digital storytelling process were first-person video narratives, which presented the school career and self-reflections of students in a very expressive and touching way. Students’ temporal profile changed after the digital storytelling intervention; they became future-oriented. In most cases, students reflected on their past and present experiences at school, and they found a solution and developed a perspective for their future educational career. Digital storytelling as a complex arts-based method had a positive effect on students. While working on the project, the change of students’ time perspectives (Zimbardo & Boyd, 2008) from pastnegative and present-fatalistic to future-oriented was measured, which helped all the participants find a way to be more determined and optimistic.