Research Information System
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 2025 (SCI-Expanded)
This study aims to provide a systematic review of research trends in digital storytelling (DST) for physics education, what studies aim to achieve, and their outcomes. For this purpose, a detailed content analysis of 12 articles that met the inclusion criteria from 296 studies identified through WOS, ERIC, and SCOPUS databases was conducted. The reviewed studies showed that since 2016, DST in physics education has served as a teaching strategy method, learning media, distance learning tool, creative drama, project-based learning, and flipped classroom learning for students and teachers from primary to higher education. These studies utilized desktop and web-based environments to create digital stories. Studies have revealed the effects of DST on increasing students' academic performance, knowledge, active participation, motivation, attitude, and skill (twenty-first century, writing, self-efficacy) development in physics education. For teachers, on the one hand, DST facilitates teaching processes and improves classroom management; on the other hand, it can cause difficulties in time management. In conclusion, this systematic review provides valuable insights for researchers and practitioners to guide future work by providing a comprehensive overview of the existing literature on DST in physics education.