Exploring the association between digital storytelling and self-regulated learning: a review of claims
Following the advancement of digital technology, digital storytelling has increasingly evolved in fostering various aspects of students' learning, including self-regulated learning. However, there is a deficiency in studies regarding how digital storytelling is related to self-regulated learnin...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-12-01
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| Series: | Computers and Education Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557325000266 |
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| author | Dinaol Urgessa Gita Bekalu Ferede Jo Tondeur |
| author_facet | Dinaol Urgessa Gita Bekalu Ferede Jo Tondeur |
| author_sort | Dinaol Urgessa Gita |
| collection | DOAJ |
| description | Following the advancement of digital technology, digital storytelling has increasingly evolved in fostering various aspects of students' learning, including self-regulated learning. However, there is a deficiency in studies regarding how digital storytelling is related to self-regulated learning and its specific domains. This review of claims explored the association between digital storytelling and self-regulated learning. Systematic searches in Scopus, Web of Science, and Google Scholar databases were employed. After utilizing inclusion-exclusion criteria, 28 studies were selected for review. A qualitative conceptual review design was employed. Claims were carefully collected from each study. Thematic analysis was employed to analyze data. Our analysis reveals that digital storytelling enhances (meta-) cognitive, motivational, emotional, and behavioral regulations of students, though some domains received little attention. Moreover, to create digital storytelling successfully, students’ use of the (meta-) cognitive strategies such as planning, goal setting, researching, imagination, and reflection contribute vital role. In conclusion, while it's clear that digital storytelling and self-regulated learning are associated, this association is rudimentary; more research is needed to explore how digital storytelling improves all domains of self-regulated learning and how self-regulated learning also influences digital storytelling. |
| format | Article |
| id | doaj-art-4e3f9409c19c4402a2875a7cc1aeaa1c |
| institution | Kabale University |
| issn | 2666-5573 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj-art-4e3f9409c19c4402a2875a7cc1aeaa1c2025-08-20T03:41:35ZengElsevierComputers and Education Open2666-55732025-12-01910026710.1016/j.caeo.2025.100267Exploring the association between digital storytelling and self-regulated learning: a review of claimsDinaol Urgessa Gita0Bekalu Ferede1Jo Tondeur2College of Education and Behavioural Sciences, Jimma University, Jimma, Ethiopia; Corresponding author.College of Education and Behavioural Sciences, Jimma University, Jimma, EthiopiaVrije Universiteit Brussel, Multidisciplinair Instituut Lerarenopleiding, Brussels Research Institute for Teacher Education, Pleinlaan 2, 1050 Brussels, BelgiumFollowing the advancement of digital technology, digital storytelling has increasingly evolved in fostering various aspects of students' learning, including self-regulated learning. However, there is a deficiency in studies regarding how digital storytelling is related to self-regulated learning and its specific domains. This review of claims explored the association between digital storytelling and self-regulated learning. Systematic searches in Scopus, Web of Science, and Google Scholar databases were employed. After utilizing inclusion-exclusion criteria, 28 studies were selected for review. A qualitative conceptual review design was employed. Claims were carefully collected from each study. Thematic analysis was employed to analyze data. Our analysis reveals that digital storytelling enhances (meta-) cognitive, motivational, emotional, and behavioral regulations of students, though some domains received little attention. Moreover, to create digital storytelling successfully, students’ use of the (meta-) cognitive strategies such as planning, goal setting, researching, imagination, and reflection contribute vital role. In conclusion, while it's clear that digital storytelling and self-regulated learning are associated, this association is rudimentary; more research is needed to explore how digital storytelling improves all domains of self-regulated learning and how self-regulated learning also influences digital storytelling.http://www.sciencedirect.com/science/article/pii/S2666557325000266Digital storytellingTeaching strategySelf-regulated learningReview of Claim |
| spellingShingle | Dinaol Urgessa Gita Bekalu Ferede Jo Tondeur Exploring the association between digital storytelling and self-regulated learning: a review of claims Computers and Education Open Digital storytelling Teaching strategy Self-regulated learning Review of Claim |
| title | Exploring the association between digital storytelling and self-regulated learning: a review of claims |
| title_full | Exploring the association between digital storytelling and self-regulated learning: a review of claims |
| title_fullStr | Exploring the association between digital storytelling and self-regulated learning: a review of claims |
| title_full_unstemmed | Exploring the association between digital storytelling and self-regulated learning: a review of claims |
| title_short | Exploring the association between digital storytelling and self-regulated learning: a review of claims |
| title_sort | exploring the association between digital storytelling and self regulated learning a review of claims |
| topic | Digital storytelling Teaching strategy Self-regulated learning Review of Claim |
| url | http://www.sciencedirect.com/science/article/pii/S2666557325000266 |
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