Nader S. Shemy


The study aimed to measure the impact that storytelling has on motivation and achievement in teaching kindergarten children's scientific concepts. An experimental design was used to achieve such an aim. It was implemented on a sample of 40 children (KG2 in specific). The children were randomly divided into two groups of 20 (control and experimental). The researcher designed the digital storytellingin the experimental treatment stage after selecting one of the national curriculum's scientific concepts for the pre-study stage. The results revealed a difference in academic achievement between the pre and post-test for the benefit of the experimental group, which indicates the practical effect of using digital storytelling in teaching the scientific concepts of this stage. The motivation scale was also applied to the research sample, which motivated students to learn scientific concepts after using digital storytelling. This indicates the effectiveness of this method to attract children's attention and increase their focus and motivation. Moreover, give meaning to these scientific concepts.

Article visualizations:

Hit counter


digital storytelling, motivation, scientific concepts, pre-school

Full Text:



Abdul-Moamen, Marwa Mahmoud Al-Shennawi, Mr. (2018). Using the digital story in developing some health concepts for kindergarten children. Journal of the Islamic University for Educational and Psychological Studies: The Islamic University of Gaza - Scientific Research and Graduate Studies Affairs, Vol. 26, No. 3, 296 - 326. Retrieved from

Abiola, L. L. (2014). The effect of digital storytelling on kindergarten pupils’ achievement in moral instruction in basic schools in Oyo State. IOSR Journal of Research & Method in Education, 4(5), 26-34.‏ retrieved from

Ahmed, Muhammad Abdel Hamid, Muhammad, Walid Yusef, and Muhammad, Asmaa Fathi Muhammad (2016). Standards for designing and producing interactive digital stories for primary school students. Education Technology - Studies and Research: Arab Society for Educational Technology, pp. 29, 231-251. Retrieved from

Aktas, E., & Yurt, S. U. (2017). Effects of digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education, 6(1), 180-196.‏ retrieved from

Al-Amri, H. M. (2019). Fostering Intrinsic Motivation and Willingness to Communicate in English as a Foreign Language Classrooms: The Case of Digital Storytelling. Multi-Knowledge Electronic Comprehensive Journal For Education And Science Publications

Alexander, B. (2017). The New Digital Storytelling: Creating Narratives with New Media. Denver: PRAEGER. retrieved from

Alismail, H. A. (2015). Integrate Digital Storytelling in Education. Journal of Education and Practice, 6(9), 126-129‏.‏ retrieved from

Al-Khafaji, Raed Idris and Al-Samarrai, Qusay Muhammad (2014). Recent trends in teaching methods. Amman: Dijla House, publishers and distributors

Al-Salti, Nadia Samih, and Al-Rimawi, Muhammad Odeh (2009). Brain-based learning. Amman: House of the March for Publishing and Distribution

Al-Shafei, Muhammad Mansour and Nassar, and Wafa Mahmoud (2012). Learning theories and their educational applications. Riyadh: Zahraa House for Publishing and Distribution

Al-Shehri, Zafer Suleiman Nasser (2018). The effect of using the digital story on speech course achievement and learning motivation among first intermediate grade students. Journal of the Faculty of Education: Assiut University - College of Education, Vol. 34, No. 10, 231-252. Retrieved from

Al-Sunaidi, Sami bin Fahd (2016). The effect of using digital story storys in developing motivation and maintaining the impact of learning on teaching jurisprudence among primary school students in the Kingdom of Saudi Arabia. Journal of the College of Education: Menoufia University - College of Education, Vol. 31, No. 3, 141-171. Retrieved from

Attia, Mohsen Ali (2016). Learning modern patterns and patterns. Amman: Safaa House for Publishing and Distribution

Baqi'i, Nafez Ahmad (2014). Educational Psychology. Amman: Al-Twyar Al-Alami House for Publishing and Distribution

Brenner, K. (2014). Digital Stories: A 21st-Century Communication Tool for the English Language Classroom. In English teaching forum (Vol. 52, No. 1, pp. 22-29). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.‏ Retrieved from

Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play. Early Childhood Education Journal, 45(6), 831-843

Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play. Early Childhood Education Journal, 45(6), 831-843.‏ retrieved from

Darvin, R., & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters: The Journal of Teaching and Learning, 2(1).‏

Diamond, Julie, Sunset, Betsy, Ritesh, Frita (2017). Teaching kindergartens and student-centered classrooms for the twenty-first century (Ahmed Saud Hassan, translator). Obeikan.

Farajoun, Khaled Mohamed (2019). Blended learning and teaching technology. Dammam: Al-Mutanabi Library

Hoffman, J. L., Collins, M. F., & Schickedanz, J. A. (2015). Instructional challenges in developing young children's science concepts: Using informational text read‐alouds. The reading teacher, 68(5), 363-372.‏ retrieved from

Ibrahim, Abdullah Suleiman (2019). Theories in human learning. Cairo: Links for Publishing and Information Technology

Kervin, L., & Mantei, J. (2016). Digital storytelling: capturing children's participation in preschool activities. Issues in Educational Research, 26(2), 225.‏ retrieved from

Khalis, Muhammad Baad (2019). Analyzing the electronic stories used in kindergartens in the Jerusalem governorate in light of the standards of children's literature and the quality standards of electronic stories. Arab Childhood Journal: Kuwait Society for the Advancement of Arab Childhood, Vol. 20, p. 80, 69-89. Retrieved from

Kocaman-Karoglu, A. (2015). Telling stories digitally: an experiment with preschool children. Educational Media International, 52(4), 340-352.‏ retrieved from

Kubravi, S. U., Shah, S. O., & Jan, K. (2018). Digital Story Telling: The Impact on Student Academic Achievement, Critical Thinking and Learning Motivation. International Journal of Research in Engineering, Science and Management, 1(12), 787-791. Retrieved from

Li, Y. W. (2016). Transforming conventional teaching classroom to learner-centred teaching classroom using multimedia-mediated learning module. International journal of information and education technology, 6(2), 105-112.‏ retrieved from

Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913-935.‏ retrieved from

LoBello, C. (2015). The impact of digital storytelling on fourth grade students’ motivation to write.‏ .‏ retrieved from

Matias, C. E., & Grosland, T. J. (2016). Digital storytelling as racial justice: Digital hopes for deconstructing whiteness in teacher education. Journal of Teacher Education, 67(2), 152-164.‏ Retrieved from

Mehdi, Hassan Rabhi (2018). E-learning towards a digital world. Amman: Dar Al Mawhiba for Publishing and Distribution

Meller, C., H. (2008). Digital Storytelling: A Creator's Guide to Interactive Entertainment. Burlington: Focal Press. retrieved from's%20Guide%20to%20Interactive%20Entertainment&f=false

Nair, S. M., Yusof, N. M., & Hong, S. C. (2014). Comparing the effects of the story telling method and the conventional method on the interest, motivation and achievement of Chinese primary school pupils. Procedia-Social and Behavioral Sciences, 116(2014), 3989-3995.

Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451-468.‏ ‏retrieved from

Özpinar, İ., Gökçe, S., & Yenmez, A. A. (2017). Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process. Journal of Education and Training Studies, 5(10), 137-149.‏ retrieved from

Peleg, R., Yayon, M., Katchevich, D., Mamlok-Naaman, R., Fortus, D., Eilks, I., & Hofstein, A. (2017). Teachers’ views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching. Chemistry Education Research and Practice, 18(2), 304-309.‏ retrieved from

Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia. Digital Education Review, 30, 94-105‏ .‏ retrieved from

Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 4(1), 1285531.‏ retrieved from

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.‏ retrieved from

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.‏ retrieved from

Seker, B. S. (2016). An Evaluation of Digital Stories Created for Social Studies Teaching. Journal of Education and Practice, 7(29), 18-2 .‏ retrieved from

Setiyorini, T. J. (2020). The Effect of Using Digital Storytelling on Students’ Intrinsic Motivation for Learning Vocabulary. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 20(1).‏ retrieved from

Thursday, Lubna (2017, August, 21). The art of storytelling (1). The island. Retrieved from

Toki, E. I., & Pange, J. (2014). ICT use in early childhood education: Storytelling. Tiltai, 66(1), 183-192.‏ retrieved from

Vassallo, S. (2017). Critical Educational Psychology. Baltimore: Library of Congress Cataloging. Retrieved from,+student+learning+an+introduction+to+educational+psychology&hl=en&sa=X&ved=0ahUKEwje-YeyoPToAhU2QhUIHTgZC-IQ6AEISzAE#v=onepage&q=%2C%20student%20learning%20an%20introduction%20to%20educational%20psychology&f=false.

Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427-445.‏ retrieved from



  • There are currently no refbacks.

Copyright (c) 2021 Nader S. Shemy

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).