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Journal articles on the topic 'Digital storytelling'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ajitoni, Bukunmi Deborah. "Digital storytelling and cultural identity: The role of social media in contemporary narratives." Abuja Communicator: A journal of culture and media arts 4, no. 2 (2024): 89–101. https://doi.org/10.70118/tacj0007.

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In the digital age, storytelling transcends traditional forms, incorporating multimedia elements to forge a new narrative style: digital storytelling. This study explores the connection between digital storytelling and cultural identity, underscoring the role of social media in shaping contemporary narratives. Through an examination of storytelling’s evolution from oral and written traditions to digital forms, this study reveals how platforms like Facebook, Instagram, and TikTok foster the development and dissemination of cultural narratives. Using theoretical frameworks such as Media Ecology

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2

Merritt, Sharon. "Digital Storytelling." International Journal of Learning: Annual Review 12, no. 8 (2007): 21–36. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/45011.

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Hartsell, Taralynn. "Digital Storytelling." International Journal of Information and Communication Technology Education 13, no. 1 (2017): 72–82. http://dx.doi.org/10.4018/ijicte.2017010107.

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Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional a

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Price, Deborah M., Linda Strodtman, Elizabeth Brough, Steven Lonn, and Airong Luo. "Digital Storytelling." Nurse Educator 40, no. 2 (2015): 66–70. http://dx.doi.org/10.1097/nne.0000000000000094.

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Mitra Zuana, Muhammad Mujtaba. "Digital Storytelling." ALSUNA: JOURNAL OF ARABIC AND ENGLISH LANGUAGE 1, no. 1 (2018): 27–39. http://dx.doi.org/10.31538/alsuna.v1i1.51.

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In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after

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Barrett, Ashley K. "Digital storytelling." Narrative Inquiry 29, no. 1 (2019): 213–43. http://dx.doi.org/10.1075/ni.18017.bar.

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Abstract This paper extends Pentland and Feldman’s (2007) narrative network method and uses it to more clearly understand how new technology affordances and digital spaces impact storytelling and enactment during and immediately after a crisis. To do this, I (a) examine the meaningful roles human motivation and feelings play in online storytelling and enactment, and (b) analyze how context impacts storytelling and enactment, and therefore the construction of narrative networks. Specifically, I analyze a series of Facebook messages exchanged during a recent, very publicized campus crisis to rev

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Nesteruk, Jeffrey. "Digital Storytelling." Journal of Management Education 39, no. 1 (2014): 141–52. http://dx.doi.org/10.1177/1052562914545335.

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Spierling, Ulrike. "Digital storytelling." Computers & Graphics 26, no. 1 (2002): 1–2. http://dx.doi.org/10.1016/s0097-8493(01)00172-8.

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Julianingsih, Denok, and Endang Krisnawati. "Efektivitas Video Digital Storytelling terhadap Hasil Belajar Siswa Kelas X Materi Trigonometri." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (2020): 129. http://dx.doi.org/10.31331/medivesveteran.v4i1.975.

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Penelitian ini bertujuan untuk mengetahui: 1) perbedaan hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling, 2) efektivitas penggunaan video Digital Storytelling terhadap hasil belajar siswa. Penelitian ini dilakukan di SMA Muhammadiyah 4 pada siswa kelas X. Penelitian ini merupakan penelitian eksperimen dengan teknik probability sampling. Desain pada penelitian ini menggunakan model pretest - posttest control group design. Pengumpulan data dengan menggunakan soal pretest dan posttest menggunakan skor pret

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Elías Zambrano, Rodrigo. "Digital advertising storytelling: consumer educommunication." IROCAMM-International Review Of Communication And Marketing Mix, no. 1 (2018): 32–42. http://dx.doi.org/10.12795/irocamm.2018.i1.02.

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La Rose, Tara, and Brian Detlor. "Social Work Digital Storytelling Project: Digital Literacy, Digital Storytelling, and the Makerspace." Research on Social Work Practice 31, no. 6 (2021): 599–609. http://dx.doi.org/10.1177/1049731521992427.

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Purpose: The Social Work Digital Storytelling project was a research study undertaken to (1) enhance digital literacy of practitioners and students through digital storytelling training, (2) diversify engagement in a local public library technology hub (the “makerspace”), and (3) understand and enhance social work leadership knowledge among students and practitioners through the creation and sharing of leadership-focused digital stories. Method: Free hands-on digital storytelling workshops where social workers/students created stories about leadership exposed social workers to technologies acc

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Truchon, Karoline. "Le Digital Storytelling." Anthropologie et Sociétés 40, no. 1 (2016): 125–52. http://dx.doi.org/10.7202/1036374ar.

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Cette contribution explique comment, avec des résidents d’un complexe de logements sociaux de Montréal et d’autres partenaires, nous avons tenté d’ajouter d’autres représentations de leurs réalités quotidiennes aux imageries, conceptions et stéréotypes véhiculés à leur propos dans des espaces médiatiques généralement occupés par des personnes expertes qui parlent sur et pour eux. Plus précisément, je détaille le premier de quatre volets d’une « infrastructure de visibilisation » codéveloppée ensemble entre 2008 et 2010 pendant ma recherche doctorale, volet qui s’est appuyé sur le digital story

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Milligan, Sarah. "Irene Digital Storytelling." Oral History Review 40, no. 2 (2013): 368–70. http://dx.doi.org/10.1093/ohr/oht073.

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Salazar, Juan Francisco, and Elias Barticevic. "Digital Storytelling Antarctica." Critical Arts 29, no. 5 (2015): 576–90. http://dx.doi.org/10.1080/02560046.2015.1125087.

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Alonso, Isabel, Silvia Molina Plaza, and Maria Dolores Porto Requejo. "Multimodal digital storytelling." Review of Cognitive Linguistics 11, no. 2 (2013): 369–87. http://dx.doi.org/10.1075/rcl.11.2.10alo.

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Digital stories are a very recent multimedia practice by which ordinary people construct short narratives on personal affairs combining voice, images and sometimes music. This paper contributes to the description of this new emergent genre from both a multimodal and a cognitive point of view, by exploring how diverse semiotic channels in digital storytelling provide different kinds of information (factual, emotional, cultural, etc.) which are finally integrated to construct the global meaning of the narrative. For this purpose, we combine Kress and Van Leeuwen’s (1996) scholarly work related t

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Shelby-Caffey, Crystal, Edwin Úbéda, and Bethany Jenkins. "Digital Storytelling Revisited." Reading Teacher 68, no. 3 (2014): 191–99. http://dx.doi.org/10.1002/trtr.1273.

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Yuliani, Sri, and Dicki Hartanto. "Digital online Learning by Using Digital Storytelling for Pre-Service Teacher Students." International Journal of Language Education 6, no. 3 (2022): 221. http://dx.doi.org/10.26858/ijole.v6i3.20408.

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The purpose of this research discusses 1) to design a Digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the practicality of digital storytelling for pre-service teacher students. This research is using design based research development model developed by Alessi and Trollip (2001) which consists of three stages, first stage is Planning, second stage is Design, and third is Development which focuses on designing digital storytelling to find more about the impact of digital storytelling as an online learni

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Dayan, Gökhan, and Pınar Girmen. "Turkish Education Writing Process: Digital Storytelling." Journal of Qualitative Research in Education 6, no. 3 (2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s10m.

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K. Manwani, Dr Rajdeep, Dr Guruprasad B.G., and Mr Vainik V S. "AN EMPIRICAL STUDY ON BRIDGING THE DIGITAL DIVIDE IN BUSINESS EDUCATION THROUGH STORY TELLING." International Journal of Engineering Applied Sciences and Technology 6, no. 10 (2022): 179–86. http://dx.doi.org/10.33564/ijeast.2022.v06i10.023.

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Formal and online education has come a long way and with changing times, new methods of teaching are being developed according to the need of the subject and the needs of the students. However certain age-old methods retain their charm with changing times and only emerge stronger. One such method is story telling. The purpose of this research paper is to work out how educators, students et al. round the world are using storytelling to support the digital educational process. This study provides a general framework about educational uses of storytelling in several subjects and describes the var

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Hidayat, Nur Hayati, Hanna Sundari, and Aminudin Zuhairi. "EFL Reading Comprehension through Digital Storytelling in Multimodal Digital Literacy." Scope : Journal of English Language Teaching 9, no. 1 (2024): 380. https://doi.org/10.30998/scope.v9i1.24799.

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This current study used the multimodal digital literacy lens to examine how digital storytelling can improve reading comprehension in EFL learners. With the growing integration of text, audio, images, and interactivity in digital literacy, this study explored how these multimodal components can improve EFL learners' reading experiences. This study applied digital storytelling strategies in a digital storytelling platform, such as multimedia resources and narrative structure, to increase student engagement and comprehension. The triangulation of four instruments, i.e. in-class observation, thin

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Zhang, Helen. "Self-Representation and Decolonial Learning in Library Makerspaces." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 2, no. 2 (2021): 53–69. http://dx.doi.org/10.29173/pathfinder33.

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This paper explores how Indigenous digital storytelling can be used as a mode for self-representation and decolonial learning in library makerspaces. Digital storytelling involves expressing your lived experiences and stories through a dynamic combination of textual and digital literacies. Implementing Indigenous digital storytelling programs allows library makerspaces to show the value of technology, digital and visual literacy, Indigenous Storytelling, and Ways of Knowing by letting Indigenous Peoples represent themselves and their lived experiences. This paper lays the groundwork on how lib

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Dos Reis, Antonio. "DIGITAL STORYTELLING AND TECHNOLOGIES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 3 (2017): 119–23. http://dx.doi.org/10.28925/2414-0325.2017.3.11923.

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Kelly, Meghan, Janice Chen, and Luis Felipe Alvarez León. "Digital Storytelling from Above." Abstracts of the ICA 5 (September 14, 2022): 1–2. http://dx.doi.org/10.5194/ica-abs-5-127-2022.

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Alessandra Anichini, Cosimo Di Bari, Monica Dalbon, and Fabrizia Lunel. "Digital storytelling per l’infanzia." IUL Research 2, no. 4 (2021): 280–93. http://dx.doi.org/10.57568/iulres.v2i4.171.

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Proponiamo il racconto di un’esperienza condotta da alcune classi di scuola dell’infanzia della provincia di Trento, durante l’anno scolastico 2019/2020, il primo della pandemia. L’attività di formazione e la relativa sperimentazione nelle classi si è incentrata sull’utilizzo di un particolare strumento digitale, l’i-Theatre, che consente l'effettuazione di percorsi di Media Education nella scuola dei piccoli. Il percorso ci ha permesso di avviare con i docenti una riflessione su questo tema, partendo dalla domanda di fondo se l’introduzione della tecnologia in questo ordine di scuola sia ausp

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Dupain, Mandi, and Loréal L. Maguire. "Health Digital Storytelling Projects." American Journal of Health Education 38, no. 1 (2007): 41–43. http://dx.doi.org/10.1080/19325037.2007.10598941.

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Nandy, Ankita, and Rashmi Kujur. "DIGITAL STORYTELLING WITH GOSHTHI." International Journal of Research in Science and Technology 10, no. 01 (2020): 1–9. http://dx.doi.org/10.37648/ijrst.v10i01.001.

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Qiongli, Wu. "Commercialization of digital storytelling." International Journal of Cultural Studies 9, no. 3 (2006): 383–94. http://dx.doi.org/10.1177/1367877906066884.

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Clarke, Robert, and Andrea Adam. "Digital storytelling in Australia." Arts and Humanities in Higher Education 11, no. 1-2 (2011): 157–76. http://dx.doi.org/10.1177/1474022210374223.

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This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive

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Puspitasari, Hayu Ratih, Nuni Widiarti, and Bambang Subali. "Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)." Pedagogia : Jurnal Pendidikan 14, no. 2 (2025): 161–73. https://doi.org/10.21070/pedagogia.v14i2.1905.

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Digital transformation in education has led to the development of more interactive and engaging learning methods. One strategy gaining momentum is digital storytelling, which delivers content through visual and narrative-based technologies. This article qualitatively examines digital storytelling’s role in enhancing learning effectiveness and engagement from 2020 to 2025, based on recent research findings. Through a literature review approach, it explores the use of digital media such as flipbooks, animated videos, and web-based storytelling tools. These media have been shown to improve studen

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Siswantini, Gayes Mahestu, and Aulia Nastiti Rahmani. "Interpretasi Digital Storytelling Pada Iklan Tokopedia." Jurnal Digital Media dan Relationship 1, no. 1 (2019): 1–10. http://dx.doi.org/10.51977/jdigital.v1i1.159.

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Abstrak Penelitian ini bertujuan untuk mendeskripsikan bagaimana interpretasi pengguna aplikasi Tokopedia terhadap Tokopedia melalui digital storytelling, serta implementasi elemen digital storytelling. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif, dan metode penelitian studi kasus. Analisis data dilakukan dengan cara mereduksi, menyajikan, dan menyimpulkan data hasil wawancara bersama 7 informan dengan latar belakang yang berbeda, serta observasi secara non-partisipan. Hasil penelitian ini menunjukkan bahwa Tokopedia mampu mengimplementasikan elemen pemben

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Kasemsarn, Kittichai, and Farnaz Nickpour. "Digital Storytelling in Cultural and Heritage Tourism: A Review of Social Media Integration and Youth Engagement Frameworks." Heritage 8, no. 6 (2025): 200. https://doi.org/10.3390/heritage8060200.

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Digital storytelling in cultural and heritage tourism offers significant potential for youth engagement through social media platforms. However, current digital storytelling frameworks illustrate research gaps in integrating digital storytelling guidelines with social-media-specific requirements. Therefore, this review aims to develop an integrated digital storytelling for social media framework that extends traditional digital storytelling guidelines with four additional elements of contemporary digital engagement. The investigation employs bibliometric analysis through VOSviewer software ver

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Rahman, Abd, and Devi Novitasari. "PELATIHAN DIGITAL STORYTELLING BERBASIS KOLABORASI BAGI MAHASISWA SEMESTER III PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS UNIVERSITAS 17 AGUSTUS 1945 BANYUWANGI." Mitra Mahajana: Jurnal Pengabdian Masyarakat 5, no. 2 (2024): 69–76. https://doi.org/10.37478/mahajana.v5i2.4235.

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Crafting digital storytelling involves a sequence of 12 steps. These phases demonstrate the intricate nature of crafting digital narratives. Furthermore, the third-year students of the English Language Education program at the University of 17 Agustus 1945 Banyuwangi lack familiarity with these steps the features in the software and how to use these features in creating digital storytelling. In response to these problems, this training aims to train participants to develop digital storytelling collaboratively to exchange experiences and expertise to generate more innovative digital stories. 30

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Belda-Medina, Jose, and Max Benjamin Goddard. "The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education." International Journal of English Language Studies 6, no. 1 (2024): 110–18. http://dx.doi.org/10.32996/ijels.2024.6.1.11.

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Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of us

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Sitter, Kathleen C., Natalie Beausoleil, and Erin McGowan. "Digital Storytelling and Validity Criteria." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692091065. http://dx.doi.org/10.1177/1609406920910656.

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The authors explore the validity criteria of digital storytelling when applied as a research method in Participatory Health Research. The article begins with an overview of digital storytelling as a participatory visual research method. To demonstrate the validity criteria of digital storytelling, what follows is a reflexive account of a 2-year Participatory Health Research study that used digital storytelling as a research method to investigate treatment experiences among breast cancer patients. The authors offer a suggested summary of validity criteria for digital storytelling when applied t

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Jakkinaboina, Sridevi& A. Ramakrishna. "DIGITAL STORYTELLING TOOLS TO TEACH BIOLOGICAL SCIENCES." Scholarly Research Journal for Humanity Science & English Language, 11, no. 58 (2023): 593–601. https://doi.org/10.5281/zenodo.8321400.

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<em>Technological developments in the 21st century, it's now necessary to integrate technological emendations effectively into the tutoring- learning surroundings. There were several approaches that allow integration of technology into tutoring- literacy process. One of these approaches is digital storytelling. The present abstract exploration concentrated on the Digital storytelling tools to educate Biological tools. Digital storytelling serves as a popular pedagogical tool to be used by preceptors in different fields for scholars from all age groups, from education situations.</em> <em>T

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Yuliani, Sri, and Dicki Hartanto. "DESIGNING DIGITAL STORYTELLING IN ENGLISH ONLINE LEARNING." International Journal of Educational Management and Innovation 2, no. 3 (2021): 309. http://dx.doi.org/10.12928/ijemi.v2i3.4139.

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The covid-19 outbreak has led to many opportunities and chances for teachers and lecturers to create many media for online learning. The purpose of this research discusses 1) to design Digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the practicality of digital storytelling for pre-service teacher students. This research uses d research development model developed by Alessi and Trollip (2001), which consists of three stages; the first stage is planning, the second stage designs, and third is developmen

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Underberg-Goode, Natalie. "Digital Storytelling for Heritage across Media." Collections: A Journal for Museum and Archives Professionals 13, no. 2 (2017): 103–14. http://dx.doi.org/10.1177/155019061701300205.

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This article presents insights from digital heritage and digital storytelling scholarship and practice to address the question, “How can heritage materials be presented online or through other digital formats in a useful and engaging way?” Specifically, the article focuses on opening up a dialogue between archivists/museum curators, heritage professionals and scholars, and digital media specialists in the following key areas: the affordances and constraints in developing digital storytelling projects within and across platforms, digital storytelling tips for heritage experts, knowledge of the

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Ramalia, Tenia. "Digital Storytelling in Higher Education: Highliting the Making Process." Journal on Education 6, no. 1 (2023): 7307–19. http://dx.doi.org/10.31004/joe.v6i1.3993.

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Digital storytelling is an innovative and engaging method of learning that has been widely used in various higher education institutions. This research uses a qualitative descriptive analysis method and interviews several students who have created digital storytelling. In this journal, we highlight the importance of digital storytelling as an effective learning tool in higher education and identify the challenges in the process of creating digital storytelling. We also discuss the benefits of using digital storytelling, best practices in its use, and implications and recommendations for educat

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Yuliani, Sri, Andi Idayani, Widia Yunita, Yulianto Yulianto, and Dicki Hartanto. "Digital Storytelling Design: Riau Malay Folklore." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (2021): 1735–46. http://dx.doi.org/10.35445/alishlah.v13i3.961.

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The purpose of this research was to find out the effectiveness and practicality of the product of digital storytelling in the online English classroom. The researchers, previously, noticed that the varieties of media needed to be developed in maintaining Malay folklore. This research offers insights into the effectiveness and practicality of digital storytelling in preserving Malay folklore. This research is using a mixed-method quantitative and qualitative design. This research population was Islamic junior high school students in the first grade from three schools in Pekanbaru and eight pre-

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Noble, Alex, and Daniela Gachago. "Developing Critical Digital Literacies Through Digital Storytelling." International Journal of Mobile and Blended Learning 14, no. 3 (2022): 1–19. http://dx.doi.org/10.4018/ijmbl.312184.

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The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Pr

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Göksün, Derya Orhan, and Gülden Gürsoy. "Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories." Science Education International 33, no. 2 (2022): 251–63. http://dx.doi.org/10.33828/sei.v33.i2.13.

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The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. Additionally, the study aimed to reveal differences among the aforementioned dimensions’ scores. In order to achieve this, the study’s participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored via a rubric and then analyzed. From the analysis, only the content dimension received a high score, whilst all ot

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Najah, Safinatun. "Persepsi Pedagogi Digital pada Pelaksanaan Digital Storytelling Guru PAUD." Early Childhood Research Journal (ECRJ) 7, no. 2 (2025): 193–98. https://doi.org/10.23917/ecrj.v7i1.9976.

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Salah satu bentuk teknologi digital yang semakin popular di dunia pendidikan adalah digital storytelling. Digital storytelling merupakan bentuk narasi pendek yang disajikan dalam bentuk film pendek untuk ditayangkan atau diproyeksikan pada layar komputer atau gadget. Penelitian ini bertujuan untuk mengkaji persepsi guru mengenai pedagogi digital dalam pelaksanaan digital storytelling sebagai alat pembelajaran. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan jenis fenomenologi. Hasil penelitian Hasil penelitian menunjukkan bahwa media digital, khususnya kombinasi audio-visua

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Tafler, David I. "Drawing Spirits in the Sand: Performative Storytelling in the Digital Age." Religions 10, no. 9 (2019): 492. http://dx.doi.org/10.3390/rel10090492.

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For First Nations people living in the central desert of Australia, the performance of oral storytelling drawing in the sand drives new agency in the cultural metamorphosis of communication practices accelerated by the proliferation of portable digital devices. Drawing on the ground sustains the proxemic and kinesthetic aspects of performative storytelling as a sign gesture system. When rendering this drawing supra-language, the people negotiate and ride the ontological divide symbolized by traditional elders in First Nations communities and digital engineers who program and code. In particula

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Satriya, Candra Yudha, and Heni Indrayani. "Meningkatkan Partisipasi Konsumen melalui Konten Digital Storytelling." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 5, no. 3 (2022): 428. http://dx.doi.org/10.33633/ja.v5i3.656.

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Dari 64 juta UMKM yang ada di Tanah Air hampir semuanya mengalami penurunan omzet. Alasan utama dari terjadinya penurunan omzet tersebut dikarenakan turunnya daya beli masyarakat karena tidak adanya pelanggan. Belum lagi sejak adanya pembatasan mobilitas masyarakat akibat pandemi Covid-19 membuat semuanya menjadi terhambat, kegiatan jual beli dipaksa untuk bergeser di dunia maya. Kemajuan teknologi internet memfasilitasi terjadinya jual beli dan mengurangi biaya pemasaran, UMKM dapat terhubung dengan konsumennya melalui penggunaan storytelling. Studi tentang storytelling secara digital merupak

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ŞEN, EMİNE ÖZGÜR. "Creating Digital Storytelling as Digital Materials in Mathematics Education." Journal of Qualitative Research in Education, no. 40 (October 31, 2024): 55–81. http://dx.doi.org/10.14689/enad.40.1965.

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The digitalization of stories through technology-supported software has created the concept of digital stories. In recent years, researchers have been making efforts to investigate the effects of digital stories that have started to be used as digital materials in education. This study aims to evaluate the digital stories created by preservice mathematics teachers for mathematics courses, their experiences in the process of creating digital stories, and their views on the use of digital storytelling as digital materials in mathematics courses. This qualitatively designed study was conducted wi

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Astuti, Epata Puji, and Tatang Iskarna. "Transformation from Conventional to Digital Storytelling as Learning Method in English Conversation Courses." International Journal of Linguistics, Literature and Translation 5, no. 11 (2022): 60–66. http://dx.doi.org/10.32996/ijllt.2022.5.11.7.

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The ability to speak English is a requirement that must be met at this time. In developing this skill, one of the methods used is the storytelling method. However, along with the development of technology, new storytelling methods are needed that are not limited to space and time. Entering this all-digital era, storytelling must also transform from conventional to digital models. This study will examine how the transformation process from conventional to digital storytelling is carried out in the English Conversation course. In addition, this research will also reveal the steps taken to produc

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Sidabutar, Dewi Lidya, and Didimus Sutanto B. Prasetya. "Digital storytelling: Menstimulasi minat spiritualitas pada anak Generasi Alfa di era posdigital." KURIOS 10, no. 2 (2024): 529–36. http://dx.doi.org/10.30995/kur.v10i2.1064.

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The issue of the spirituality of Generation Alpha children must start by mapping their digital-based interests. One way to increase interest in the process of learning Christian education is through a storytelling approach. This article offers digital-based storytelling to build and develop the spiritual interests of Generation Alpha children. This article uses a literature study through descriptive searches on various research references on storytelling and Generation Alpha in the post-digital era. Research shows the power of storytelling in improving the abilities of Generation Alpha childre

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Çetinkaya, Murat, and İrem Cansu Demir. "Interactive Digital Storytelling Development Process in Science Education." Sınırsız Eğitim ve Araştırma Dergisi 10, no. 1 (2025): 1–33. https://doi.org/10.29250/sead.1618011.

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While digital storytelling is a passive learning method that aims to present information effectively and does not involve the student, interactive digital storytelling offers a more dynamic and individualised environment that supports active learning by putting the student at the story's centre. When considered in an educational setting, both methods are valuable and practical. However, interactive digital storytelling yields more effective results as students actively participate. Its versatility, such as its use in different disciplines in education and training activities, has also made dig

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Ameer, Fathima Musfira, Nurulhuda Ibrahim, and Harryizman Harun. "What Makes an Instagram Story a Persuasive Digital Story?: Evidencing through the Core Elements of Digital Storytelling." International Journal of Creative Multimedia 6, no. 1 (2025): 65–93. https://doi.org/10.33093/ijcm.2025.6.1.5.

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The explosive growth of Web 2.0 technologies, such as social media, has given rise to new manifestations of digital storytelling. In contrast to traditional digital storytelling, new storytelling methods allow the incorporation of various media components into digital stories. As a result, the meaning of digital stories can be interpreted differently depending on the medium in which they are presented. Furthermore, digital storytelling can be translated into Web 2.0 media storytelling or sometimes as social media storytelling, which is becoming more exciting and vital as digital stories in suc

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Cariño, Kaecy Valerine, Lorie Anog, Micha-ela Agullana, and Jesrael Medrano. "Digital Storytelling Skills of Teacher Education Students." Journal of Language Development and Linguistics 3, no. 1 (2024): 9–24. http://dx.doi.org/10.55927/jldl.v3i1.4570.

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Digital storytelling is regarded as a pedagogical tool that can engage students in meaningful learning. As a result, the importance of digital storytelling has become more necessary among teachers to make learning more meaningful even in the online setup. This study was conducted to assess the digital storytelling skills of the 3rd year Teacher Education students of a Catholic University in Northern Philippines. A quantitative research design employing a descriptive method was used to assess the digital storytelling skills of the participants. The results of the study revealed that there is no

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