The Effects of Digital Storytelling on the Retention and Transferability of Student Knowledge

Daniel Ginting, Ross M. Woods, Yusawinur Barella, Liem Satya Limanta, Ahmad Madkur and Heng Ee How

SAGE Open, 2024, vol. 14, issue 3, 21582440241271267

Abstract: This study aimed to investigate the effects of Storytelling Narrated Videos (SNV) on students’ knowledge retention and transferability. A total of 56 students from a university in Indonesia were randomly assigned to a quasi-experimental research design exposed to SNV and to Lecture Narrated Videos (LNV). Two videos were created to deliver content on Bloom’s Taxonomy, one using a lecture-style format and the other adopting a storytelling approach. Data were collected through tests, questionnaires, and essays. The findings revealed that participants exposed to SNV had higher retention memory scores, indicating a positive impact on knowledge retention compared to those who watched LNV. Moreover, the storytelling videos facilitated cognitive skill progression, enhanced understanding through engaging visuals, and fostered a strong connection with a familiar narrator, resulting in a more dynamic and memorable learning experience. The study also examined knowledge transfer and found that participants who watched the storytelling videos performed better in applying Bloom’s Taxonomy concepts to planning teaching objectives in the essay test. This suggests that the incorporation of storytelling narration and promoting transfer knowledge activities can enhance students’ understanding, retention, and practical application of the learned material. Overall, the findings highlight the potential of incorporating storytelling in narrated videos to improve students’ knowledge retention, transferability, and engagement in educational settings.

Keywords: narrated videos; transferability; storytelling; transferability; retention (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241271267

DOI: 10.1177/21582440241271267

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