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The aim of this research is to determine the effects and experiences of the use of digital story design activities in teaching applications of programming on academic achievement, participation, and programming self‐efficacy. In the study, which is designed through the mixed method, quasi‐experimental design is used in the quantitative dimension. The study group of the research consists of 62 fifth‐grade students in a secondary school. During the 10‐week application process, the experimental group was engaged in digital story design activities in the programming learning process, and the learning process of the control group was carried out without any extra activity. As a result of the research, it is found that students' level of learning of programming concepts, programming self‐efficacy, and level of participation in teaching process change significantly and more positively depending on experimental process. In addition, various suggestions for application and research are presented in the research. Lay Description: What is already known about this topic: Programming skills are important for the acquisition of basic skills of the 21st century.Nowadays, programming education is beginning to be seen as important for junior high school and primary school studentsProgramming processes are a complex process involving more than one skill.In programming instruction, students have various difficulties.Digital story designing activities are used to solve problems in programming instruction and to develop various skills. What this paper adds: We aimed to determine the effects of the use of digital storytelling activities in programming instructional practices on academic achievement, participation, programming self‐efficacy, and learning experiences.We discussed what aspects of digital story designing activities could affect the variables discussed in the study. Implications for practice and/or policy: The level of students' learning of programming concepts, programming self‐efficacy, and level of participation were found to change more positively in the group using digital story designing activities in the programming education process of students. [ABSTRACT FROM AUTHOR]