Exploring the association between digital storytelling and self-regulated learning: a review of claims

Abstract

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.