International Journal of History

Author(s): Cresencia Foss and Sushil Kumar

Abstract: This dissertation looks at how digital storytelling can serve as a new educational tool that boosts student engagement and understanding of historical events in the classroom. It tries to answer the important question of how digital narratives can make history easier to understand and more relatable. Using qualitative methods like classroom observations and student feedback, as well as comparing traditional storytelling methods, the study finds that digital storytelling greatly raises students' interest and memory of historical content. This leads to stronger connections with the material, shown by noticeable gains in both engagement and feedback scores. The results highlight the need to integrate digital storytelling into history learning, suggesting that it makes the experience more interactive and also helps develop critical thinking and empathy by sharing personal stories that make historical figures and events more relatable. The findings have broader implications, implying that a better grasp of historical contexts through digital tools can lead to a more informed public, capable of thinking critically about current issues. As such, this study emphasizes the role of digital storytelling not just as a teaching method, but as a way to enhance historical understanding and appreciation, ultimately building a more engaged and knowledgeable society. The research calls for education reforms that adopt technology and innovation, aiming to make history a lively and essential part of curricula that connects with today's students.

Pages: 19-28 | Views: 95 | Downloads: 65

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