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

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. Plain language summary: The impact of digital storytelling on students' learning and knowledge transfer This research aimed to explore how using Storytelling Narrated Videos (SNV) affects students' memory and ability to apply what they've learned. The study involved 56 students from an Indonesian university who were randomly assigned to either watch SNV or Lecture Narrated Videos (LNV). Two different videos were created to teach about Bloom's Taxonomy—one presented information in a traditional lecture style, while the other used storytelling. Data were collected through tests, questionnaires, and essays. Results showed that students who watched SNV had better memory scores, suggesting that storytelling videos helped them remember information better compared to those who watched LNV. Additionally, storytelling videos helped students improve their thinking skills, made the content more understandable with engaging visuals, and created a stronger connection with the narrator, resulting in a more interesting and memorable learning experience. The study also looked at whether students could use what they learned in practical situations, and found that those who watched storytelling videos performed better in applying Bloom's Taxonomy concepts in the essay test. This indicates that using storytelling in videos and encouraging students to apply what they learn can improve their understanding, memory, and ability to use the information in real-life scenarios. [ABSTRACT FROM AUTHOR]