Storytelling In Education Research Articles

Digital storytelling as a tool for global citizenship and sustainability

In this study, we explore the transformative impact of digital storytelling in education, with a focus on promoting global citizenship and sustainability awareness among students. We examine how digital storytelling platforms can enhance traditional literary curricula by fostering deeper cross-cultural understanding and engaging students with global sustainability challenges. We evaluate the effectiveness of digital narratives in increasing student engagement with literature while cultivating a sense of global responsibility and environmental stewardship. By enabling students to connect with diverse cultures and global issues through immersive and interactive storytelling, the research highlights the role of innovative educational strategies in aligning with the United Nations’ Sustainable Development Goals. The findings provide valuable insights for educators and policymakers seeking to leverage digital technologies in fostering a globally aware and responsible generation, ultimately contributing to the discourse on the integration of technology in education.

واقع تدريس الحكاية التربوية بالمدرسة الابتدائية بالمغرب ودورها في اكتساب الكفاية اللغوية

This research seeks to identify the reality of storytelling teaching and its role in the acquisition and development of linguistic competence for primary school children in Morocco, as well as describe and analyse the structural and didactic difficulties faced by school teachers when using storytelling. To attain the aims of our research, a questionnaire was administered with a sample of 100 teachers from public and private schools, covering both urban and rural settings. The analysis of the findings uncovers a lack of knowledge of storytelling structure and an almost total absence of teacher training in storytelling didactics. In light of the findings, it appears that the role of storytelling in teaching is significant for the acquisition and development of linguistic competence; hence, teachers must be well qualified in this area, both in the pre-service and in-service (continuing) training. Finally, we have outlined the study’s strengths and limitations and proposed several recommendations to improve the current situation.

TALES IN TECH

Integration of digital storytelling in education has transformed traditional teaching methods to foster active student participation in classroom settings. With the increasing use of digital storytelling, there is a necessity to delve deeper into its effective implementation, effects, and the changing learning environment. The lack of a comprehensive understanding has emphasized the need to fully leverage digital storytelling to enrich students’ learning experiences. Therefore, this scoping review aims to investigate the effectiveness of digital storytelling in different educational settings and explore the challenges related to digital literacy skills met by teachers and students, impacting the efficient implementation of digital storytelling. Using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA), a total of 51 articles from 2019 to 2023 were selected from Scopus in order to illustrate the current state. The articles were analyzed based on their similarities, and the results were tabulated in the following tables. The findings concluded that digital storytelling is an excellent method for improving literacy abilities, enhancing computational thinking and developing digital knowledge and intelligence among students. The findings also implied that longitudinal studies should be conducted more in the future to figure out how digital storytelling affects students' academic and career growth over time.

Utilising Creative Storytelling to Raise 6th-Grade Primary School Students’ Awareness About Children’s Rights

Education for the Children’s Rights has been developed for formal and non-formal education, utilising diverse pedagogical methodologies for Primary Education. Creative Storytelling supports students in externalising and communicating their thoughts, feelings, and experiences through their stories, actively participating in each other worlds via empathy, freeing them from their real and stressful action environment. Thus, in this case study, a creative storytelling teaching scenario based on the Hero’s Journey is proposed to contribute to 6th-grade Greek Primary School students’ learning about Children’s Rights and the dual role of child labour as a cause and consequence for school dropout. The results from the mixed research methodology suggested that raising awareness was successful and the students managed to create stories advancing their knowledge and awareness about Children’s Rights Education. However, the case study and the number of students are limited; more research is needed for results generalizability and validity.

Training on Selecting Interesting Storytelling Teaching Materials as Learning Media for Kindergarten/RA Ma'arif Candran Yogyakarta Children

One of the benefits of listening to stories for children is to stimulate children's creativity, especially verbal creativity. Children's creativity can be developed through listening to stories. The purpose of this study was to provide training and assistance, motivation, creation, and innovation for RA Maarif Candran Kindergarten teachers in selecting medongeng teaching materials as interesting learning media for kindergarten children. The method used in this research is training, mentoring, implementation and evaluation. The results of the training showed an increase in children's creativity, motivation and character in learning in the classroom as seen from the pre-test average of 10.45 with an indication of moderate children and a post-test average of 17.02 with an increase in children's creativity, motivation and character. After participating in the training activities, the level of teacher understanding increased as seen from the results of observations which showed that 85.05% of teachers were able to design, select, process, modify various kinds of media, both picture objects, or teaching aids to be used as interesting topics in compiling storytelling teaching materials. The teacher is able to apply learning strategies by selecting teaching materials according to the child's character, interests, and social background. Thus the selection of teaching materials will be in accordance with the school's expectations in improving the quality of learning in schools, especially in TK RA Maarif Candran Yogyakarta. By selecting appropriate and interesting teaching materials, it can assist the government in implementing the independent learning curriculum.

Bridging Stories and Science: An fNIRS-based hyperscanning investigation into child learning in STEM

Early STEM education is crucial for later learning. This novel study utilised fNIRS to examine how STEM teaching methods (i.e., traditional, storytelling, storyboarding) affect neural activity synchronisation between teachers and students. Our results showed that left and right inferior frontal gyrus (IFG) for storytelling teaching versus traditional teaching, superior temporal gyrus for storyboard teaching versus traditional teaching, and left angular gyrus for storyboard and storytelling teaching were significant different in brain synchronisation. In the storytelling teaching condition, left supramarginal gyrus brain synchrony was found to improve STEM learning outcomes. In the storyboard teaching condition, IFG brain synchrony correlated positively with STEM learning improvement. The findings confirmed that story-based teaching and storyboarding can improve STEM learning efficacy at the neural level and unscored the significant role of neural synchronization as a predictor of learning outcomes.

The Impact of Short Storytelling on the Development of Yemeni EFL Learners' Oral Production

This research aims at investigating the impact of using short storytelling teaching technique on the development of Yemeni EFL learners' oral production. The sample of the study was selected randomly from the Second Level students in the Department of English, Faculty of Education, Sana'a University. The selected subjects were assigned randomly into experimental and control groups. After conducting the pre-test for the two groups, the experimental group was taught Spoken English through short storytelling teaching technique whereas the Control group was taught spoken English through the traditional spoken English method. After eight lectures, the post-test was administered to both groups . The data gathered were processed and analyzed statistically through SPSS program. The results revealed that there is a positive impact of short storytelling teaching technique on the development of Yemeni EFL learners' oral production. Therefore, it is highly recommended that English teachers should use short storytelling to encourage learners to speak in order to develop their oral production.

Digital Storytelling Approach for Environmental Challenges and the Early School Leaving Prevention

Given the rapidly evolving nature of the labour market, it is crucial to develop individuals' soft skills to ensure effective job performance. To achieve this, teaching methods should prioritize the development of soft skills among students. One such instructional method is digital storytelling, which has been recognized as an essential tool for developing future workforce skills such as creativity, critical thinking, digital literacy, and communication skills. Two European Commission-funded projects under the Erasmus Plus Programme that utilize digital storytelling in education and training to help individuals and organizations adapt to the digital age are presented in the paper as examples of initiatives promoting this approach: The BIG_GAME and the Digital Stories.

A bibliometric analysis of digital storytelling in language education

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.

The Emergent Literacy Activities Through the Storytelling Method with Flashcard Media for Early Childhood Education

Teachers have an important role in the development of children's language at school. The study period at Early Childhood Education is an excellent opportunity to improve literacy skills when children are experiencing a sensitive language learning period. Language skills have a role in improving social aspects and developing emotional and cognitive aspects. Children aged 2-4 years go through a concrete learning period. Using storytelling teaching methods with flashcard media can create a fun learning atmosphere and encourage children to learn optimally. This study aims to look at the application of the flashcard storytelling method to the language skills of children aged 2-4 years in support of an emergent literacy program.

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.

Цифровой образовательный сторителлинг: возможности и перспективы

Сегодня цифровой сторителлинг претендует на роль современной образовательной практики, включающей в себя интеграцию форматов и технологий обучения нового поколения учащихся, выросших в цифровой среде. В статье рассмотрены вопросы, раскрывающие возможности и перспективы внедрения цифрового сторителлинга в современный образовательный процесс вуза. Раскрыты определения сторителлинга, цифрового сторителлинга, образовательного сторителлинга, раскрыты их характерные особенности. Дано описание типологии цифрового образовательного сторителлинга (визуальный сторителлинг, аудиосторителлинг, трансмедийный сторителлинг, аналитический сторителлинг, data-сторителлинг, иммерсивный сторителлинг). Рассмотрены возможности цифрового образовательного сторителлинга как технологии педагогического проектирования курсов, способа представления учебного контента, инструмента выстраивания образовательных коммуникаций, подхода проектной деятельности обучающихся. Приведена классификация сервисов цифрового образовательного сторителлинга с учетом их функционального назначения (сервисы для разработки интерактивного учебного контента, визуализации данных, разработки инфографики и таймлайнов, составления интерактивных карт, реализации дидактических игр, разработки анимированного сторителлинга, записи аудиосторителлинга, создания видеосторителлинга, организации обратной связи). Авторами предложена дополнительная профессиональная программа повышения квалификации «Цифровой сторителлинг в образовании», реализуемая в Марийском государственном университете, и электронный образовательный курс «Инструменты для преподавания и обучения: цифровой рассказ». Приведены результаты реализации программы и опроса слушателей о внедрении технологии цифрового образовательного сторителлинга в профессиональную деятельность. Today, digital storytelling claims to be a modern educational practice that includes the integration of formats and technologies for teaching a new generation of students who grew up in a digital environment. The article deals with issues that reveal the possibilities and prospects for the implementation of digital storytelling in the modern educational process of the university. The definitions of storytelling, digital storytelling and educational storytelling are given, their characteristic features are revealed. A description of the typology of digital educational storytelling (visual storytelling, audio storytelling, transmedia storytelling, analytical storytelling, data storytelling, immersive storytelling) is given. The possibilities of digital educational storytelling as a technology of instructional design of courses, a method of presenting educational content, a tool for creating educational communications, and an approach to project activities of students are considered. The classification of digital educational storytelling services is given, taking into account their functional purpose (services for developing interactive educational content, data visualization, developing infographics and timelines, compiling interactive maps, implementing didactic games, developing animated storytelling, recording audio storytelling, creating video storytelling, organizing feedback). The authors propose an additional professional advanced training program "Digital Storytelling in Education", implemented at the Mari State University, and an electronic educational course "Tools for Teaching and Learning: Digital Storytelling". The results of the implementation of the program and a survey of learners on the implementation of digital educational storytelling technology into professional activities are presented.

The Application of Storytelling in Teaching and Learning: Implication on Pupil’s Performance and Enrolment in Schools

The study employed a survey design approach to sampling valid respondents of 337 teachers from both private and public schools who are engaged in teaching languages. The results show that the application of storytelling in teaching and learning in both private and public schools, pupils/students' learning ability and skills, peer influence, improvement in teacher quality, qualification and improvement, learning materials and infrastructures, and pupils' performance in schools, have a positive impact on academic performance which also influence school enrolment. Hence, these regressed elements/factors need to be improved constantly, manage by other education-related development factors, and apply in both private and public schools to heighten performance and boost enrollment. Besides, it was revealed that low parental education background has an insignificant impact on school enrollment and performance, which simply indicate that low parents' educational attainment has no positive impact or does not determine whether parents will enroll their wards in school or not. The concept of storytelling and its application in teaching and learning language is a cross-edge approach to pupils’ performance and enrollment in schools. Inculcating this strategy will help gain students'/pupils' attention and involvement in the teaching and learning process, coupled with other supporting construct variables are means to heighten pupils/students' understanding, performance, and enrollment in schools. This is an essential component of the research because it underpins the very fabric of selecting the best alternative method and strategies in teaching to support learning in Nigeria. The study established strong policy support for educational/human development, teacher education, and school management practices as a prerequisite to improving both private and public schools. In essence, providing quality education for all is fundamental to creating a peaceful and prosperous world as supported by the United Nations Sustainable Development Goal four (4).

StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities.

Nursing students express fears and anxieties about caring for people with intellectual learning disabilities (ILDs). Educational storytelling interventions may help overcome these concerns and improve nursing care. StoryAid was used and developed in the Heritage-2Health (H2H) Virtual Art and Drama Project. Eight online sessions followed a story about differences and connections. Two trained facilitators and three academic educators supported nursing students (n = 15), adolescents with ILDs (n = 7), their parents (n = 7), and a specialist teacher to deconstruct, reconnect, and rediscover understandings using rights-based ethnographic evaluation and thematic analysis. Themes included relating to the story and characters, participating in the storytelling process, relating to other participants in the storytelling, and relating learning to clinical contexts and professionalism. The partnership of StoryAid and H2H created safe spaces for nursing students to engage, challenge assumptions, and develop relational skills. [J Nurs Educ. 2023;62(1):51-57.].

A study on teaching methods for sanjo class using digital storytelling

본 연구의 목적은 변화하고 있는 교육환경에 적용할 수 있는 디지털 활용 국악 실기 교육 방안을 탐색하는 것이다. 특히, 국악 실기 전문 교육기관의 피리산조 수업에 디지털 스토리텔링을 적용하고 그 결과를 도출하여 새로운 산조 교수법에 대한 방안을 제시하는 것이다. 이를 위해 서용석류 피리산조를 주제로 전통 도제식 교수법과 디지털 스토리텔링 교수법이 통합된 8차시 수업을 개발하고 적용하였다. 학생들은 진양조 16장단 연주법을 배우고 음악에 어울리는 이야기를 만든후 웹사이트를 활용하여 이야기에 어울리는 사진을 수집하였다. 또한, 영상의 배경음악으로 사용할 수 있게 진양조를 직업 연주하여 녹음하였고 수집한 사진을 활용하여 자신이 연주한 진양 연주를 배경음악으로 영상을 제작하였다. 수업을 진행한 결과 디지털 스토리텔링 수업을 통해 산조 연주시 감정 표현 방법에 대한 도움을 받았고, 학생 스스로 곡의 구조를 파악할 수 있게 되었다고 응답하였다. 또한 산조 수업에서 학습자 중심의 자기주도적 학습을 할 수 있으며 학습 내용 역시 효과적으로 이해할 수 있음을 확인할 수 있었다.The purpose of this study is to explore ways to teach traditional Korean music using digital. In particular, it is to present a new teaching method by conducting a class that applies digital storytelling to the Piri sanjo class at an educational institution specializing in traditional Korean music, and drawing the results. For this purpose, eight classes was developed and applied with the theme of Seo Yong-seok-ryu Piri sanjo, a fusion of traditional apprenticeship teaching methods and digital storytelling teaching methods. The students learned the 16 jangdans of Jinyang and created the story of the song suitable for the song. Next, the students used the website to select photos that fit the story they had created. In addition, students play and record Jinyang and making it the background music for the story. Finally, the students made a video using the background music and collected photos. As a result of applying the class, they answered that they received help on how to express their emotions when performing sanjo through digital storytelling class and that they were able to grasp the structure of the song on their own. In addition, it was confirmed that self-directed learning is possible centered on the learner in the Sanjo class, and the contents of the study can also be effectively understood.

Digital Storytelling in Education: A Transmedia Integration Approach for the Non-Developers

The present paper focuses on digital storytelling in education, emphasizing the teachers’ needs for familiarization with the new technological conditions. A transmedia integration approach is deployed to make productive, blended learning values while utilizing the availability of tools and reusable media assets in a component-based software engineering kind of framework. The topic is inspired by social studies and humanities, which seem to be marginalized, usually failing to make effective technological facilities, benefits, and contemporary findings. It is, therefore, necessary to modernize the approach to literary things and integrate digital means into the educational process, even in cases where a sole educator on humanities and social studies lacks multidisciplinary support in multimedia authoring and software engineering. This modernization can be made possible by introducing user-friendly tools into the process, representing not just a fashion of the time but mostly a renewal trend, aiming at revitalizing the course to attract and engage learners. Undoubtedly, today’s pupils have grown up with technological means, becoming familiar with their use so their implication causes undiminished interest in most daily activities, including schooling. In this high-tech generation, it is absurd to address the transmission of knowledge and values in outdated ways. Apart from adapting to the timely students’ needs, lesson plans on transmedia storytelling practices can also satisfy tutors, triggering their inspiration and co-creation potentials. Overall, the project aims to attract the trainees’ interest with the help of digital tools, which will be embodied in the educational processes by teachers without technical know-how, while continuously adapting to the audience’s needs. Research hypothesis and questions are formed as part of the deployed human-centered interactive design, aiming at modeling best practices for teaching classical topics, such as the “Odyssey”.

‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling

To counter the implications of fast academia, recent discourse has conceptualized the slow movement as a catalyst for humanizing the academy. Concurrently, there have been increased advocacy for pedagogical kindness within educational settings. This paper focuses on the human(e) elements of learning and teaching, such as empathy, kindness, and compassion. Whilst emphasis in educational discourse have frequently been placed on the hardware and software of teaching and learning practice, the focus on the virtues of ‘heartware’ and compassion have been limited. Specifically, there has been no study in which the thematic dimensions of: (1) mindsight and mindfulness, (2) attentive love and pedagogical kindness, and (3) storytelling in education is amalgamated to support learning. Within this context, the compassionate teacher aims to not only inspire learning journeys that are positive, engaging and fulfilling, but to also foster learning environments that are more equitable, supportive, and conducive for learners of all capabilities. This paper is conceptual in nature and proposes an approach to humanize the academy through the coaction of mindsight, attentive love, and the teacher storyteller. A conceptual framework illustrating the human(e) dimensions of ‘heartware’ for the compassionate teacher is also proposed.    

Новый образовательный контент креативного краеведческого туризма в контексте коммуникативистики

The relevance of the problem under study is due to the search for new forms of interaction in the field of cultural industries located at the intersection of education and tourism.
 The purpose of the article is to substantiate the need to develop a new cultural and educational interactive product within the framework of the development of creative tourism in the Kaluga region, reflecting the society's demand for new forms of interaction. Inclusion in the information and communication space of the region is most successful if there is interaction with the addressee of communication (consumer) at different levels: semantic, emotional, technological, event-based.
 The main research methods are analysis, generalization, modeling, observation, testing.
 Using the example of a local history quest using modern educational storytelling technology, the ways of involving foreign guests, as well as representatives of national and cultural autonomies living in the Kaluga region, in active knowledge of the historical and cultural features of Kaluga and the region are shown. The "pocket guide" tool developed for completing the quest not only provides a meaningful filling of the communicative space, but also through special tasks offers to make independent observations of cultural objects of the city and region, helps to find answers to questions during the quiz, involves participants in dialogue and co-creativity, forms a national and cultural identity in a multicultural environment.
 This study helps to identify new communication channels and means of information transmission based on modern technologies that allow to obtain new effects in the interaction of subjects - educational, cultural, social.

Digital storytelling in adult education: barriers and ways to overcome them

In the modern digital globalized world, it is becoming more and more important to train educators in practical application of new tools and technologies, such as digital storytelling. The article substantiates the benefits of digital storytelling and its connection to educational standards; and analyzes the factors that hinder its use. According to the survey of teaching staff and methodologists of different professions during retraining courses, only a quarter of respondents use or have used this method, and about 72\% of respondents are ready to consider it. A 3-factor model on possible barriers that impede the using of digital storytelling in education was developed on the basis of the empirical data with the help of a factor analysis tool. The first factor was related to the lack of necessary resources, the second one~-- to resistance to change, the third one -- to the lack of time and lack of technical and methodological support from the educational institution. Possible ways to overcome these barriers are identified. The article describes the structure and content of the special course for educators “Digital Storytelling in Adult Education”, aimed at providing methodological support to educators on digital storytelling and its use by discussing the positives, risks, techniques, tools and services, providing experience in creating and sharing digital stories. The content of the stages of involvement of pedagogical staff in the educational practice (orientation, acceptance, evaluation, innovation and institutionalization) is substantiated. The article describes the developed methodological support of the special course: the program of the special course, lectures-presentations on the basics of digital storytelling, examples of practical tasks for implementation and discussion. The article analyzes the ways to use the fragments of massive open online courses on digital storytelling in order to implement blended learning of teaching staff.

A Progressive Digital Narrative Teaching Method to Improve Learning Motivation as a Lifelong Learning Skill

Computer networks are a professional subject of the Computer Science Department. Traditional teaching methods are not suitable for business school students who think the content is too theoretical to understand. Therefore, this research proposes a three-stage progressive teaching method, which divides the teaching process into three teaching stages according to the depth of knowledge of the teaching content. The teaching process gradually adopts traditional instruction, digital storytelling teaching methods, and visual narrative creation projects to guide students’ learning methods. The objective of this research is to adopt a step-by-step three-stage teaching method to gradually increase students’ interest in learning and make computer network learning more effective. The research results show that this innovative teaching method can cultivate learners’ computational thinking and deepen their understanding of corresponding knowledge. The students stated that the anthropomorphic situational narrative materials in the course increased their understanding and enjoyment, thereby improving their learning motivation and effectiveness.