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Open research questions in Digital Storytelling and Education

273 unresolved questions extracted from the limitations and future-work sections of 2,696 Digital Storytelling and Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Research focusing on early childhood STEM education is grounded in a constructivist tradition, but the role of teachers and their discourse practices during STEM activities is not well understood. There is a need to investigate how teachers use multimodal discourse to support children's problem-solving during STEM activities.

    A multimodal discourse analysis of teacher discourse practices in early childhood STEM activities · 2026 · DOI

  • Abstract Storytelling plays a vital yet often underrecognized role in scientific research by connecting data with the people who make discovery possible.

    The Power of Storytelling in Science: Perspectives from Two Students and a Community Member · 2026 · DOI

  • Previous studies have highlighted the role of digital storybooks in language learning; yet, how to integrate them with task-based language teaching to simultaneously target specific listening and reading skills remains unclear.

    Leveraging task-based digital storybooks on junior secondary school EFL students' listening and reading skills: investigating their effects and students’ perceptions · 2026 · DOI

  • By highlighting the teacher’s adaptive role in facilitating PT, this study fills a significant gap in the literature and offers insights into how teacher interventions can enhance students’ understanding of literary works through dynamic PT processes.

    Understanding literature through perspective-taking: a study of classroom interaction patterns in dialogic settings · 2025 · DOI

  • The authors explore previously understudied structural aspects of PT dynamics across two dialogic classrooms.

    Understanding literature through perspective-taking: a study of classroom interaction patterns in dialogic settings · 2025 · DOI

  • However, the strength of evidence is limited, as most studies employed qualitative or quasi-experimental methods, relied on self-reported outcomes, and had small sample sizes.

    Can digital storytelling improve health outcomes for immigrant and refugee populations? A scoping review · 2025 · DOI

  • While DST has been explored as a tool for improving health communication and literacy, its effectiveness remains uncertain due to methodological limitations in existing studies.

    Can digital storytelling improve health outcomes for immigrant and refugee populations? A scoping review · 2025 · DOI

  • Digital storytelling interventions are narrative-based videos elicited through a community-based participatory research approach to surface the authentic voices of participants overcoming obstacles to health-promoting behaviors that perpetuate health inequities; research on the effect of digital storytelling on T2D outcomes among Hispanic adults is lacking.

    Digital Storytelling Intervention for Hemoglobin A 1c Control Among Hispanic Adults With Type 2 Diabetes · 2024 · DOI

  • The historical decline in academic performance in Natural Sciences. The lack of innovative strategies to improve academic performance. The need for effective teacher training in using digital narratives.

    Narrativas Digitales y su incidencia en el mejoramiento del proceso de enseñanza – aprendizaje · 2026 · DOI

  • Future research should amplify the sample size and extend the time of intervention. The study suggests exploring the impact of digital narratives on the development of soft skills. Further research should investigate the effectiveness of digital narratives in other subjects.

    Narrativas Digitales y su incidencia en el mejoramiento del proceso de enseñanza – aprendizaje · 2026 · DOI

  • There is a methodological and conceptual gap concerning how multimodal narrative pedagogy contributes to objectively assessed oral proficiency. Prior work has emphasized motivational outcomes rather than rigorously measured speaking performance.

    Performance-Based Measurement of Digital Storytelling Effects on Primary EFL Speaking: A Quasi-Experimental Study · 2026 · DOI

  • This section summarises the practical implications of the findings, particularly for the design of teacher education programmes and for course-level implementations grounded in the GenAI-TPACK framework. A set of program-level and course-level implications emerges from these findings. Teacher education programs could benefit from a holistic orientation in which generative AI is situated not merely as a technical aid but as part of an integrated repertoire that connects pedagogical intent, ethical awareness, and content knowledge (GenAI-TPACK, with TEAK). In practice, this orientation can be aligned with national standards (MoNE) and internationally recognized competency frameworks (e.g., UNESCO AI-CFT, DigCompEdu), while capacity-building for teacher educators supports consistent implementation. Within courses, hands-on, scenario- and case-based activities that involve scripting, storyboarding, and multimodal production may help candidates link tool choices to instructional goals and document decisions transparently, including brief disclosures of AI use consistent with institutional guidance (e.g., CoHE). Attention to equity and localization, such as access to no-cost or low-bandwidth tools, Turkish-language prompting and outputs, and accessibility features, appears important for sustained adoption. To complement self-reports, programs may incorporate light-touch formative and summative evidence (curriculum-fit checks, short engagement indicators, brief classroom observations) and solicit student feedback to triangulate results. Developing small shared repositories of open resources, prompt templates, rubric examples, and model disclosure statements could further support diffusion and continuous improvement. Finally, future work might extend these results through mixedmethod or quantitative designs with larger and more diverse samples, including artifact analyses and inter-rater reliability, to strengthen generalizability and refine how GenAI-TPACK components are enacted in authentic contexts. Education and Information Technologies1 3 7 Limitations and future research directions This study was conducted within the framework of a qualitative research design and provides an in-depth understanding of pre-service primary teachers’ experiences with generative AI-supported digital storytelling processes. However, several limitations should be considered. The study was carried out with a limited number of secondyear pre-service teachers enrolled at a public university in Türkiye. Despite the richness of the qualitative data, the generalizability of the findings to broader populations remains limited. Data collection was based on self-reflective reports, digital storytelling products, and written open-ended responses provided by the participants.

    Empowering pre-service teachers with generative AI: a GenAI-TPACK-based approach to digital storytelling · 2026 · DOI

  • The study has a limited sample size. The absence of random assignment is a limitation. The study was conducted in a specific context, which may not be generalizable to other settings.

    Enhancing EFL Students’ Speaking Skills through Digital Storytelling: A Quasi-Experimental Study · 2026 · DOI

  • Further studies can investigate the long-term effects of Digital Storytelling on EFL students' speaking skills. Future research can explore the potential of Digital Storytelling in other language skills, such as writing or listening. The study's findings can be replicated in other contexts to increase generalizability.

    Enhancing EFL Students’ Speaking Skills through Digital Storytelling: A Quasi-Experimental Study · 2026 · DOI

  • The study identifies a gap in the understanding of the role of storyboard pedagogy in enhancing language proficiency among learners. The study aims to address this gap by examining the effectiveness of storyboard-based instruction in language classrooms.

    Storyboard Pedagogy and Language Proficiency: A study · 2026 · DOI

  • Limited opportunities for oral communication. Difficulty in improving articulation and pronunciation. Need for innovative and effective instructional strategies.

    Leveraging Digital Storytelling to Enhance Engagement and Articulation in English · 2026 · DOI

  • Relatively few studies have examined the direct impact of digital storytelling on articulation in language learning. Systematic frameworks that guide the effective integration of storytelling into speaking instruction remain limited.

    Leveraging Digital Storytelling to Enhance Engagement and Articulation in English · 2026 · DOI

  • There is a gap in understanding how immediate post-experience behavioral intention is formed in short-session mobile XR cultural-heritage storytelling. Prior research has focused on extended post-experience reflection rather than immediate in-use responses.

    Modeling immersion pathways in XR-based cultural heritage IP narrative experiences: an integrated approach based on TAM, experience economy, and grounded theory · 2026 · DOI

  • empathy. first-person identification and story mostly uses support the to The story tone is consistently positive and supportive, reducing anxiety and making the child feel safe. Words expressing certainty (e.g., “always,” “never”) are avoided. The story includes a balanced distribution of the four sentence types: Descriptive, Perspective, Directive, Control Real or relatable images are used where possible to enhance understanding. Visuals used are simple, with minimal or no distracting backgrounds. The story includes appropriate audio narration to support non-readers. Multimedia elements (audio, video, images) enhance clarity and engagement without overwhelming the child. The digital tool/platform used is appropriate for the child’s sensory and motor abilities. Flow of the story is simple and intuitive. The story can be paused, replayed, or reviewed as needed.

    Digital Social Stories in the Social-Emotional Development of Children with Autism Spectrum Disorder: An Academic handbook · 2026 · DOI

  • EFL students often experience difficulties in developing coherent narratives. There is a need for pedagogical approaches that support creativity and textual control in narrative writing instruction.

    Collaborative Story Construction via the Exquisite Corpse Game to Improve EFL Narrative Writing Performance · 2026 · DOI

  • There is a need to investigate the effectiveness of Digital Storytelling in teaching EFL speaking skills. There is a lack of understanding of students' perceptions of Digital Storytelling.

    Students' Perceptions toward the Implementation of YouTube-Based Digital Storytelling to Improve EFL Speaking Skills: A Case Study of Eleventh Grade · 2026 · DOI

  • Future research is recommended to employ a mixed-methods design combining qualitative and quantitative measures, extend the implementation period to capture longitudinal development, and replicate this approach in various school contexts, including public schools, vocational schools, and rural settings, to test its broader adaptability across diverse EFL learning environments in Indonesia.

    Students' Perceptions toward the Implementation of YouTube-Based Digital Storytelling to Improve EFL Speaking Skills: A Case Study of Eleventh Grade · 2026 · DOI

  • Conventional teaching practices limit the development of narrative writing skills. The lack of interactive visual media stimulates imagination and sequential thinking. Students struggle to describe settings, create plots, and structure events logically.

    Development of Digital Puzzle Media Based on Project-Based Learning to Improve Narrative Writing Skills of Elementary School Students · 2026 · DOI

  • No study has directly and comprehensively combined Project-Based Learning and digital puzzle media for narrative writing in elementary school contexts. The study identifies a research gap in the understanding of the impact of integrating Project-Based Learning and digital picture-series puzzle media.

    Development of Digital Puzzle Media Based on Project-Based Learning to Improve Narrative Writing Skills of Elementary School Students · 2026 · DOI

  • The integration of digital tools into instructional processes has intensified the need for effective pedagogical approaches. The paper highlights the need for structured implementation and limiting cognitive demands to realize the benefits of digital storytelling. The intersection of digital storytelling, artificial intelligence, and burnout-related challenges remains limited and fragmented.

    Burnout and Digital Storytelling in Business and Economics Education in the Age of Artificial Intelligence: A Literature Review · 2026 · DOI

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273 open questions have been extracted from the limitations and future-work passages of 2,696 Digital Storytelling and Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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