Digital Storytelling in Research: A Systematic Review

Abstract

Digital storytelling refers to a 2 to 5 minute audio-visual clip combining photographs, voice-over narration, and other audio (Lambert, 2009) originally applied for community development, artistic and therapeutic purposes, and more recently adapted as an arts-based research method. To date, no systematic review of the use of digital storytelling in a research capacity, to generate information about a phenomenon has been conducted. Accordingly, our aim was to provide a systematic review of digital storytelling in research. The review identified 25 articles representing 23 discrete studies that met inclusion criteria. A thematic analysis of results indicated that digital storytelling in research was especially appropriate for use with marginalised groups, and was most commonly used in this context. There was some variation in the extent to which digital storytelling in research adhered to the principles with which it was originally developed. Surprisingly, although digital storytelling provides a ready-made knowledge translation product, few research projects employed the digital stories generated to this end. Across research projects, participants reported several benefits of digital storytelling. While some disadvantages were noted, overall, these were outweighed by the benefits of using a respectful, participatory research practice.

Body Mapping in a Drug and Alcohol Treatment Program: Eliciting New Identity and Experience

“…Arts-based methods in research often involve the integration of artmaking in data collection alongside more traditional data collection methods such as interviews or focus groups [ 25 , 26 , 27 , 28 , 29 ]. Arts-based methods are understood as those in which participants engage in a creative practice of self-expression at any point in the research process.…”

Let all know: insights from a digital storytelling facilitator training in Uganda

“…The participant group was multidisciplinary, representing the Faculty of Interdisciplinary Studies (2), Applied Sciences and Technologies (1), Computing and Informatics (1), Business and Management Sciences (1), and Maternal, Newborn, and Child Health Institute (1). Workshop participants were university lecturers (5) or academic project field staff (1). Prior to the workshop, three participants described themselves as 'not at all familiar' with DST; three described their DST exposure as 'slightly familiar'.…”

“…DST has already been used in Africa with positive results in the fields of education and research [5,[12][13][14], social justice [1,[15][16][17][18], and public health [19][20][21][22][23][24]. Additionally, DST can help capture insights from marginalized groups, who are underrepresented in traditional research approaches [3].…”

El storytelling digital en el aula de inglés para fines específicos: ¿una nueva alfabetización en la formación híbrida en lenguas?

“…Nowadays, it is frequent the use of DST as a teaching and learning tool, as it "not only draws students' attention but also inspires students with low levels of excitement and motivation" (Gürsoy, 2020, p. 104). We could affirm that "the benefits of DST significantly outweighed disadvantages" (de Jager et al 2017(de Jager et al , p. 2571, which include the development of the sense of community, the improvement of creativity and concentration, the increasing use of imagination, and the blossoming of critical thinking skills, among others (Woodhouse, 2008). One last significant benefit of the use of DST is, as indicated by Reinders (2011) that it builds the bridge between the classroom and what happens outside its four walls, as most of the work learners have to engage in to complete the activity does not take place during class hours.…”