The effectiveness of digital storytelling in the classrooms:a comprehensive study

Najat Smeda, Eva Dakich, and Nalin Sharda (2014) state that since educators can now access digital

cameras, personal computers, scanners, and user-friendly software to leverage the digital world, the use

of new technologies in educational systems has expanded globally. To date, the impact of new

technologies in educational contexts has been largely positive, providing educators with the chance to

improve their knowledge and abilities. Prioritize raising the educational bar.

Researchers have discovered that integrating such technologies improves student motivation,

achievement, and engagement. The use of innovative pedagogical models to engage learners has

become increasingly important. One innovative pedagogical approach that can engage students in deep

and meaningful learning is digital storytelling. This research project aimed to create aconstructivist

learning environment with digital storytelling. The search examined the pedagogical aspects of digital

storytelling and the impact of digital storytelling on student learning when teachers and students use

digital stories. Nevertheless, education systems still face many challenges. One of these challenges is

how to enhance student engagement to provide better educational outcomes.

https://scholar.google.com/scholar?start=10&qThe+Transformative+Power+of+Educational+Videos:++Visual+Stor

ytelling++2014&hl=en&as_sdt=0,5#d=gs_qabs&t=1728485097427&u=%23
Shaping and sharing imagination: designers and the trans formative power of stories

Mariana Ciancia, Francesca Piredda, and Simona Venditti (2014) claim that. The social and

commercial landscapes have changed, leaving society with a complex setting where the interaction

between mainstream media and participatory culture is entirely altered, leading to a corresponding

blurring of the lines separating actual and virtual space. As audience media habits change, so does their

perception of reality on the internet and their level of participation.

practices are changing, which means that there's a need for

a new design process built on the collaboration of various skill sets. In order to overcome the

complexity of today's world, a disruptive approach must be used, recognizing storytelling exercises,

narrative practice, and interpersonal interactions as the main sources of creativity.The cases of Plug

Social TV (2013–) and Imagine Milan (2009–2012) are discussed in the study.

ongoing), in which we experimented with expressive and listening tools as well as communication

techniques to start a conversation amongst communities. We investigated the use of stories in a

collaborative process, dispersing the narrative worlds over many channels. On the one hand, there is

the goal of experiencing auditory visual languages through multiple story formats.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Transformative+Power+of+Educa

tional+Videos%3A++Visual+Storytelling++2014&btnG=#d=gs_qabs&t=1728484753617&u=%23p%3Dvp

9J7_tSap4J
Does experience with digital storytelling help students to critically evaluate educational videos about

history?

Barsch, S. (2020).Educational videos are becoming increasingly important for schools. More and more

often, students consume videos on YouTube in order to carry out school tasks. At the same time, the

digital world is increasingly influencing perceptions of history. The internet contains numerous

examples of how history is instrumentalized. Counterfeiting and manipulation distort historical

information and abuse it for political purposes. This article presents the results of a research project on

history teaching in a seventh grade (age 12–14) class in Germany. The study's aim was to find out if

creating one's own videos using the method of digital storytelling generally leads to a more critical

evaluation of educational videos. Students produced short videos on the subject of 'European expansion

in the early modern period'. One group was secretly commissioned to portray the Europeans as superior

to the indigenous societies of America, thus creating a manipulative video. At the end of the lesson, the

students rated the credibility of the videos. In addition, interviews with students were conducted. The

aim was to investigate whether students trained in digital storytelling could easily identify biased

information. The data were analysed using qualitative text analysis. Findings show that students

primarily judge videos based on aesthetic features, rarely adopting a media-critical perspective.

https://journals.uclpress.co.uk/herj/article/id/2163/
Examining the Impact of an Interactive Storytelling Platform on Educational Contexts Through

Contemporary Crowdsourcing Methods of Audiovisual Content Publishing

According to IEEE (2020) Digital storytelling is a topic of great academic interest, due to its countless

uses in a variety of areas, educational or not. Its impact on learning contexts has become the center of

research for a number of studies, trying to examine the field from a diverse set of perspectives. The

latest technological achievements, including the adoption of mobile devices, IoT as well as crowd

sourcing in everyday life and the modern delivery of audiovisual content have also changed educators'

perception of the field. This paper presents Active Play, a prototype platform for the creation of digital

storytelling experiences for cross-platform devices through contemporary ways of content delivery and

its impact on educational contexts. Through a pilot research study, where the platform capabilities were

presented and discussed with educators, this paper aims at collecting and analyzing educators' needs

and possible applications of the use of the platform in educational areas and receive user feedback in

order to improve human computer interaction. The results of the study intend to offer empirical

evidence for the design and implementation of modern digital storytelling platforms in the scope of

educational technology and crowd sourcing for future studies.

https://ieeexplore.ieee.org/abstract/document/9248471
Digital storytelling: facilitating learning and identity development

Deoksoon Kim & Mimi Li 13 July (`2020) This study examines how digital storytelling facilitated

students’ reflection and learning in a project-based year-end middle school capstone program. It also

explores how students expressed their voices, identities, and emotions using the multimodal resources

available in digital stories. Using qualitative case study methods, the study draws on interviews,

observations, and artifacts to analyze two focal cases. It uses a framework derived from Systemic

Functional Linguistics to analyze the digital stories. The findings show how two students used text,

images, sound, animations, emojis, and other resources to present and remix messages about the

subject matter and about themselves. One student enacted a teacher role as she presented to a group of

third graders. The other enthusiastically engaged with peers through a culinary project that used math

in cooking, in which he shared a Salvadoran pancake from his home country. The study shows how

embedding digital storytelling projects in a school curriculum can engage learners with a wide range of

expressive resources while also enhancing students’ motivation, creativity, identity development, and

connection with others.”

https://link.springer.com/article/10.1007/s40692-020-00170-9
Visual storytelling and socio environmental change: Images, photographic encounters, and

knowledge construction in resource frontiers

Accordingh to Samuel J Spiegel (2020) Practices of visually representing places of resource extraction

and land degradation can be deeply contentious, embedded in a wide variety of values, ethics, goals,

and relations. Photographs are pervasively used to generate narratives about environmental change,

particular social groups, and places. Yet, the sociocultural processes and power relations at play in

producing “visual knowledge” and interpreting images often remain under explored, with limited

attention to how photographs and visual storytelling are engaged to (re)orient discussions about change.

Challenging ways of seeing, this article discusses relational practices around photography and the

narrating, experiencing, and circulating of images.

It explores experiences with photo voice—a methodology aimed at realigning the dynamics of who

decides what photos matter, how, why, and with what implications, sometimes pitched as a way to

“decolonize” research. The study examines interactions in a village in Central Kalimantan, Indonesia,

where women shared visual stories to express challenges they face in relation to deforestation and other

landscape changes, depleted gold deposits, limited livelihood options, and other themes, conveying

place histories and ideas about home, identity, governance, and community. Reflecting on

intergenerational dialogues and anxieties about the future, the analysis considers photo voice processes

in refracting everyday struggles, arguing for feminist epistemologies that carefully attend to the

situated ethics and contingent performative powers of visual storytelling where multiple forms of

resource extraction powerfully shape community life.

https://scholar.google.com/scholar?hl=en&as_sdt=0,5&as_ylo=2020&q=Transformative+Power+of+

Educational+Videos:+Visual+Storytelling#d=gs_qabs&t=1728729425667&u=%23p%3Dv4NJyuh7dmAJ
A systematic review of educational digital storytelling

According to Jing Wu, Der-Thanq Victor ChenComputers & Education 147, 103786, (2020)Although

Digital Storytelling (DS) has been popular in education since the 1990s, there is a lack of systematic

review to inform how it has been applied and what has been achieved in the field. Most publications

are either conceptual discussions or reports of implementations. This paper presents a systematic

review of 57 studies on educational DS (EDS). Our analysis identified a continuous interest within the

USA, where EDS originated, and increasing adoption in Asian and European countries, with usage

across primary, secondary, and higher education levels. It was used as stand-alone pedagogy or in

combination with other pedagogies, usually in the humanities and social science contexts.

The review categorizes five orientations (appropriative, agentive, reflective, reconstructive, and

reflexive) and eight types of outcomes (affective, cognitive, conceptual, academic, technological,

linguistic, ontological, and social). Based on this synthesis, we discuss three issues: a linguistic

conundrum, a rosy picture of positive outcomes, and a further expansion of the optimal reconstructive

orientation. Possible reasons for these issues are explored, and directions for future studies are

suggested.

https://scholar.google.com/scholar?hl=en&as_sdt=0,5&as_ylo=2020&q=Transformative+Pow

er+of+Educational+Videos:+Visual+Storytelling#d=gs_qabs&t=1728729659928&u=%23p%3

DpP0KQPhelHQJ
The Impact of Technology on Cinematic Storytelling

According to Hammondv (2023) As an art form and storytelling tool, cinema has been shaped greatly

by continuous technological advances throughout its history. This paper delves into the complex

relationship between technology and cinematic storytelling, examining the evolution from the

beginning of cinema to the modern digital age The analysis begins in time, examining how new

technologies forms including sound, colour, special effects and digital cinematography not only

affected storytelling but also redefined film language Technological advances have played a major role

in transforming film techniques, from editing to sound systems and visual effects These changes have

created new storytelling possibilities, enabling filmmakers to create complex stories and it has a huge

impact. This paper examines the fusion of technology and storytelling, shedding light on how

filmmakers have used technological tools to innovate and enhance their storytelling. The fundamental

digital revolution ushered in a new era for film, giving filmmakers access to more digital content and

ways to express creativity Digital cinema blurred the line between fact and fiction, giving filmmakers

ways to explore story of undiscovered territories. In addition to exploring creative opportunities, this

paper is concerned with the ethical considerations and challenges posed by the marriage of technology

and history, from issues of privacy to questions of successful representation The review presents a

series of case studies, offering a critical examination of films that have used technology to reinterpret

history, beginning with the opening. Objectives: The aim of this paper is to examine the profound

impact of technology on the art of cinematic storytelling. The objectives of the study are: Trace the

historical development of film technology and its impact on history. Examine how advances in

technology have shaped film techniques and narrative design. Explore the democratization of

filmmaking and storytelling through digital technologies.

https://www.proquest.com/openview/0a0511c717ed239e688f1735f135d3b4/1?pq-

origsite=gscholar&cbl=29638
Audio-Visual Storytelling Through Immersive Media and its Impact: A Critical Literature Review
Dushyant Somvanshi ( 2024) Savitribai Phule Pune University (SPPU); Ajeenkya DY Patil University

(2023) since the inception of human being, storytelling has been a compelling method for passing on

data and information. In the field of perception, narrating is quickly picking up energy and advancing

front line procedures that upgrade understanding. Numerous people group have remarked on the

significance of narrating information representation. Storytellers will in general be incorporating

complex perceptions into their accounts in developing numbers. This paper gives a critical literature

review from epistemological standpoint of the impact of Audio- visual storytelling through immersive

media and focussed upon the most important elements in perception of immersive storytelling through

audio-visuals.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4728873

The Power of Storytelling in Academics

According to Dr. Priyanka Wandhe February 14, (2024) For ages, storytelling has been an important

component of human society, conveying knowledge, inspiring creativity, and eliciting emotions. In

academia, storytelling is increasingly regarded as an excellent tool for teaching and learning. This

research investigates the numerous ways in which storytelling helps to improve academic engagement,

comprehension, and retention. Using narratives in the classroom allows educators to create memorable

and relatable learning experiences, establishing deeper connections between students and the subject

matter. Furthermore, narrative promotes critical thinking, problem-solving, and creativity by presenting

difficult topics in an engaging and understandable way. Furthermore, storytelling allows for the

introduction of varied perspectives and experiences, which fosters empathy and understanding among

students. This article highlights through many examples and case studies.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4727196