Hayu Ratih Puspitasari, Nuni Widiarti, Bambang Subali

Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)

Introduction

Digital storytelling for enjoyable and effective learning in the technological era (2020–2025). Explore how digital storytelling transforms learning in elementary education (2020-2025). Enhance engagement, reading, critical thinking, and media literacy with interactive digital media.

Abstract

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 students’ reading interest, idea articulation, conceptual understanding, critical thinking, and media literacy in elementary education. The findings suggest that combining technology with storytelling creates a more meaningful, multimodal learning experience aligned with the demands of 21st-century education. Theoretically, this approach supports the development of adaptive, contextual digital narrative-based learning. Practically, successful implementation requires improved teacher competence and curriculum adaptation to technological developments. A limitation of this study is the lack of direct empirical evidence from classroom applications, as the analysis relies entirely on secondary data. In conclusion, digital storytelling is a relevant and effective approach for tackling modern educational challenges and should be further developed to enrich learning practices in elementary schools. Highlights: Boosts Skills: Improves reading, thinking, and media literacy. Engaging Format: Uses visuals and stories for richer learning. Needs Support: Requires trained teachers and tech-ready curriculum. Keywords: Digital Storytelling, Interactive Learning Media, Educational Transformation, 21st Century Skills, Educational Technology

Review

This article, "Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)," addresses a highly relevant and timely topic in contemporary education. It explores the burgeoning role of digital storytelling (DST) as an interactive and engaging learning method amidst the ongoing digital transformation of educational practices. Employing a qualitative literature review approach, the study synthesizes recent research findings from 2020 to 2025 to examine how DST, through various digital media like flipbooks, animated videos, and web-based tools, contributes to both learning effectiveness and student engagement, particularly within elementary education contexts. The review effectively highlights several key benefits of integrating digital storytelling into learning environments. It demonstrates how DST can significantly improve students' reading interest, idea articulation, conceptual understanding, critical thinking skills, and media literacy – crucial competencies for the 21st century. The authors argue that this combination of technology and narrative fosters a more meaningful and multimodal learning experience, aligning with modern educational demands. Theoretically, the paper posits that DST supports the development of adaptive, contextual digital narrative-based learning, offering a flexible framework for content delivery. While providing a valuable synthesis of current research on digital storytelling's potential, the article candidly acknowledges a significant limitation: the absence of direct empirical evidence from classroom applications, as the analysis relies entirely on secondary data. This points to a clear need for future studies to bridge the gap between theoretical insights and practical implementation. Nevertheless, the paper's practical implications are well-articulated, emphasizing the necessity of improved teacher competence and curriculum adaptation to fully leverage technological developments. In conclusion, this review serves as a strong advocate for digital storytelling as an effective approach to address modern educational challenges, underscoring its relevance and the imperative for its further development and empirical validation in elementary school settings.

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