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Digital Storytelling in Teaching and Learning Mathematics: A PRISMA Systematic Literature Review.

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Title: Digital Storytelling in Teaching and Learning Mathematics: A PRISMA Systematic Literature Review.
Authors: Deslis, Dimitrios1 (AUTHOR), Moutsios-Rentzos, Andreas1 (AUTHOR) moutsiosrent@primedu.uoa.gr, Kaskaouti, Panagiota1 (AUTHOR), Giakoumi, Maria1 (AUTHOR)
Source: Education Sciences. Nov2025, Vol. 15 Issue 11, p1548. 22p.
Subject Terms: *Mathematics education, *Concept learning, *Reflective learning, *Teaching methods, Digital storytelling, Participation, Digital technology
Abstract: Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. Following PRISMA 2020 guidelines, four databases (ERIC, Scopus, HAL, Google Scholar) were searched in October 2025. Peer-reviewed studies (2015–2025) explicitly addressing DST in mathematics education were included. Screening and thematic synthesis were independently conducted by the two first authors to reduce bias. A total of 47 studies involving approximately 3000 participants across early childhood, school, and teacher education were included. DST was found to enhance mathematical reasoning, problem-solving, motivation, and self-efficacy, while supporting identity development and collaboration. For teachers, DST fostered reflective practice, emotional awareness, and technological–pedagogical–content integration. Challenges included limited preparation time, insufficient training, and unequal digital access, though emerging AI tools offered promising solutions for scalable DST creation. Evidence highlights DST's cognitive, affective, and pedagogical benefits, though small-scale and short-term designs limit generalisability. Further longitudinal and cross-context studies are needed. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+storytelling%22">Digital storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
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  Data: Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. Following PRISMA 2020 guidelines, four databases (ERIC, Scopus, HAL, Google Scholar) were searched in October 2025. Peer-reviewed studies (2015–2025) explicitly addressing DST in mathematics education were included. Screening and thematic synthesis were independently conducted by the two first authors to reduce bias. A total of 47 studies involving approximately 3000 participants across early childhood, school, and teacher education were included. DST was found to enhance mathematical reasoning, problem-solving, motivation, and self-efficacy, while supporting identity development and collaboration. For teachers, DST fostered reflective practice, emotional awareness, and technological–pedagogical–content integration. Challenges included limited preparation time, insufficient training, and unequal digital access, though emerging AI tools offered promising solutions for scalable DST creation. Evidence highlights DST's cognitive, affective, and pedagogical benefits, though small-scale and short-term designs limit generalisability. Further longitudinal and cross-context studies are needed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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