Digital Storytelling as a Tool for Creative Expression in Education

  • Authors

    • Dr. S. Maha Assistant professor, Department of English, National College (Autonomous), Tiruchirappalli, Tamil Nadu, India. Author

    Published 2026-01-04

  • Digital Storytelling, Creative Expression, Educational Technology, Multimedia Learning, Student Engagement, Narrative Pedagogy

    Issue

    Vol. 1 No. 1 (2026)

    Section

    Articles

    How to Cite

    [1]
    M. S, “Digital Storytelling as a Tool for Creative Expression in Education”, IJIRHT, vol. 1, no. 1, pp. 13–25, Jan. 2026, Accessed: Mar. 02, 2026. [Online]. Available: https://worldcometresearchgroup.com/index.php/ijirht/article/view/72

  • Abstract

    Digital storytelling has emerged as a powerful pedagogical approach that integrates narrative techniques with digital media to foster creative expression, critical thinking, and learner engagement. In contemporary educational environments, where technology-enhanced learning is increasingly prevalent, digital storytelling offers a multidimensional framework for learners to construct meaning, express ideas creatively, and demonstrate understanding across disciplines. This paper explores digital storytelling as an instructional tool for creative expression in education, emphasizing its theoretical foundations, pedagogical relevance, and practical implementation. A comprehensive literature survey highlights prior research on narrative learning, multimedia learning theory, and creativity development. The proposed methodology outlines a structured instructional design framework integrating digital storytelling into classroom practice, supported by assessment strategies and technological tools. Results and discussion synthesize findings from empirical and conceptual studies, illustrating the impact of digital storytelling on student motivation, creativity, collaboration, and learning outcomes. The study concludes that digital storytelling enhances creative expression by enabling multimodal communication, learner autonomy, and reflective learning. Implications for educators, instructional designers, and policymakers are discussed, along with future research directions.

  • References

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