In recent years, the integration of digital storytelling into K–12 education has gained attention as a powerful strategy for promoting student engagement and enhancing science communication in STEM (Science, Technology, Engineering, and Mathematics) disciplines. This review explores the pedagogical potential of digital storytelling as a multimedia approach to improve STEM learning experiences, particularly among young learners. Drawing from recent empirical studies, theoretical models, and classroom-based implementations, the paper examines how digital storytelling fosters creativity, critical thinking, and personal connection to STEM content. It discusses the cognitive and emotional mechanisms that underlie narrative-based learning, and how digital platforms—such as video creation tools, interactive simulations, and audio-visual narratives—can be leveraged to amplify student motivation, comprehension, and retention. The review also analyzes challenges including teacher readiness, technological accessibility, and curriculum integration, offering recommendations for best practices and future research. Ultimately, the paper argues that digital storytelling is not merely an add-on technology, but a transformative pedagogical tool that aligns with 21st-century education goals and fosters inclusive, engaging STEM classrooms.
Ijiga et al. (2021) studied this question.