Abstract
Although digital storytelling has transformative potential for language learning, its integration into Key Stage 3 (KS3) education remains unexplored. This thesis explores this topic by developing and evaluating an Interactive Storybook prototype designed for 11–14-year-old learners in a UK educational context.Using an interdisciplinary methodology that combines design-based research, the Delphi approach and constructivist grounded theory, this study involved three groups of experts – academic experts, practising educators and EdTech professionals – across three iterative development cycles. While the prototype was designed specifically for Key Stage 3 learners, the study employed a design appraisal approach instead of classroom piloting, with learner perspectives represented through educators' professional insights rather than via direct learner participation. This multi-stakeholder approach identified six interconnected competencies that are important for effective digital storytelling: storytelling skills, creativity, digital literacy, critical thinking, collaboration and reflective practice.
The research produced three progressively refined versions of the prototype, evolving from a basic digital platform (V1) to a sophisticated, multimodal system (V3) featuring AI-enhanced content creation, collaborative story chain boards and adaptive learning pathways. In addition, the study developed a card-based alternative approach, illustrating how core digital storytelling principles can be adapted for contexts with limited resources – a critical finding for facilitating educational access and equity.
Key findings present a new perspective on the implementation of educational technology. Rather than pursuing technological sophistication for its own sake, the research illustrates that successful digital storytelling requires a careful balance between technological innovation and pedagogical effectiveness. The study applies the TPACK framework to creative digital storytelling contexts, identifying considerations for environments where the boundaries between technology, pedagogy, and content become increasingly flexible.
The research's practical applicability is its key strength. While numerous educational technology studies remain theoretical, this thesis provides practical implementation strategies that have been refined through real stakeholder feedback. The prototype's modular design facilitates flexible adaptation across various educational contexts, ranging from well-resourced schools to community environments with limited digital infrastructure.
This research paves the way for exciting potential real-world applications. The developed prototype is ready for deployment in actual classroom environments, with future pilots in Key Stage 3 English classes. Where curriculum integration proves challenging, the tool can be used in extracurricular activities to enhance learners' experience beyond the conventional classroom. These diverse implementation pathways mean that the benefits of digital storytelling can reach learners in all contexts, regardless of their educational environment or available resources.
| Date of Award | 2026 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Supervisor | Vicky Bamsey (Director of Studies (First Supervisor)), Jan Georgeson (Other Supervisor) & Simon Webster (Other Supervisor) |
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