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Open research questions in Digital Storytelling and Education

273 gap statements mined from Digital Storytelling and Education papers in our 7.9M-paper local library, which holds 2,776 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • One challenge is the lack of a clear understanding of the range of story types used in narrative-centered learning environments. Another challenge is the need to develop a framework for selecting narratives based on desired degree of realism and learner engagement. A third challenge is the need to design AI-enhanced narrative-centered learning environments that afford learners adaptive, responsive storytelling.

    Narrative-centered Learning Environments for Science: A Scoping Review · 2026 · DOI

  • Current digital storytelling frameworks have research gaps in integrating digital storytelling guidelines with social-media-specific requirements. Current guidelines exhibit significant limitations in applying social-media-specific narrative requirements, specifically for youth.

    Digital Storytelling in Cultural and Heritage Tourism: A Review of Social Media Integration and Youth Engagement Frameworks · 2025 · DOI

  • There is a limited number of approaches that enhance teachers' education in designing educational video games. The study identifies a gap in the use of design thinking in makerspaces for teachers' education. Prior work has not fully explored the impact of design thinking on pre-service teachers' design skills.

    Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills · 2024 · DOI

  • What and how pupils learn when they create multimodal representations are still relatively emergent research areas. There is a need to explore 'what is happening' and 'what is possible' when pupils participate in multimodally designed teaching and create multimodal digital animations.

    An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry · 2024 · DOI

  • It highlights the need for more research on the effectiveness of creative writing in improving language skills. The study also identifies the challenge of ensuring the validity and reliability of the results, given the absence of confidence level in most of the samples.

    Creative Writing: Story-Based Learning in Public and Private High School for Exploration of Written Text · 2024 · DOI

  • Further research is recommended in this area. The study suggests exploring the use of design thinking approach in other educational settings.

    Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills · 2024 · DOI

  • 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

  • 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.

    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 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

  • 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

  • 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

  • There is a lack of research examining the intersection of digital storytelling, artificial intelligence, and burnout-related challenges. The paper addresses the need for a more integrated perspective on the benefits and risks of digital storytelling in business and economics education.

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

  • There is a lack of focus on emotional intelligence in contemporary schools and society. There is a need to understand the role of fairy tales in developing emotional intelligence in children.

    “It Is Only with the Heart That One Can See Rightly…” – Tales as Triggers of Emotional Intelligence and Resilient Behaviour · 2026 · DOI

  • The research gap is related to the lack of understanding of the mechanisms that enable the sensory interface to transform from a neutral intermediary into an active participant in narrative construction.

    Touch interface as a co-author of a multimedia text narrative · 2026 · DOI

  • The reliability and accuracy of AI-driven feedback is a major issue. AI systems often lack the nuanced understanding that human instructors bring to language teaching. The availability of high-quality AI-powered tools is still heavily dependent on access to technology, such as smartphones, reliable internet connections, and advanced computing systems.

    A Narrative Review of English Language Learning and Artificial Intelligence · 2026 · DOI

  • Conducting empirical research on the principles in this study is one suggestion for future research. Investigating the long-term effects of AI on language learners' competency is a potential area for future research. Examining the potential advantages and drawbacks of AI-powered language learning tools in diverse, non-Western, and low-resource contexts is another area for future research.

    A Narrative Review of English Language Learning and Artificial Intelligence · 2026 · DOI

  • From this standpoint, metalinguistic beliefs are simultaneously cognitive judgments and socially situated enactments. Participants’ reliance on narrative logics such as progression, causality, and discovery illustrates how beliefs are assembled through storytelling structures that exceed the individual speaker (Gálvez and Tirado, 2007).

    Navigating language learning through metalinguistic beliefs: a theoretical exploration informed by multilingual narratives · 2026 · DOI

  • Designing and systematically studying AI-enhanced narrative-centered learning environments, - Examining the impact of narrative types on learning outcomes, - Investigating the use of narratives in future design-based…

    Narrative-centered Learning Environments for Science: A Scoping Review · 2026 · DOI

  • The study only examined the TWLZ community, - The survey sample was limited to teachers who were active in the TWLZ between February and September 2022, - The study relied on self-reported data from the survey…

    From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching · 2024 · DOI

  • Further investigation to understand if and how science communication on Twitter with teachers works, - Recommendations for further research in this emerging field are also…

    From Research to Retweets—Exploring the Role of Educational Twitter (X) Communities in Promoting Science Communication and Evidence-Based Teaching · 2024 · DOI

Most-cited papers in Digital Storytelling and Education

Most recent work

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Open questions raised by papers listed on this page include: (1) One challenge is the lack of a clear understanding of the range of story types used in narrative-centered learning environments (“Narrative-centered Learning Environments for Science: A Scoping Review”, 2026); (2) The lack of innovative strategies to improve academic performance (“Narrativas Digitales y su incidencia en el mejoramiento del proceso de…”, 2026); (3) Future research can explore the potential of Digital Storytelling in other language skills, such as writing or listening (“Enhancing EFL Students’ Speaking Skills through Digital Storytelling: A…”, 2026); (4) Systematic frameworks that guide the effective integration of storytelling into speaking instruction remain limited (“Leveraging Digital Storytelling to Enhance Engagement and Articulation in…”, 2026); (5) 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…”, 2026). 273 gap statements have been mined from Digital Storytelling and Education papers in our 7.9M-paper local library, which holds 2,776 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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