Title: Exploring digital storytelling in mathematics education: a systematic review of trends, benefits, and implementation challenges

Authors: Angga Hidayat; Tryanti Abdulrahman; Muhammad Zulqurnain Ul Haq Qazi

Addresses: Department of Teaching and Learning, Science, Technology, Engineering, and Mathematics (STEM) Education, The Ohio State University, Columbus, USA and Universitas Pamulang, Indonesia ' Department of Teaching and Learning, Reading and Literacy in Early and Middle Childhood, The Ohio State University, Columbus, USA ' Department of Educational Studies, Educational Policy, The Ohio State University, Columbus, USA

Abstract: The surge in technology, especially the prevalence of social media video platforms among the youth, underscores the need for incorporating digital tools in education. Despite its potential, a dearth of research exists on the merits and demerits of employing digital storytelling in math education. This study aims to scrutinise trends and delve into the advantages and challenges of this approach. Utilising PRISMA framework, the review initially identified 180 Scopus and 118 Web of Science documents, narrowing down to 64 and 67 English-language articles, respectively. A further review yielded 17 articles for systematic analysis, which were analysed using biblioshiny to examine the trends. Findings suggest that digital storytelling in mathematics education facilitates engagement, understanding, and meaningful learning experiences, fostering cognitive and emotional development, competency growth, collaboration, constructivist learning, and transferable skills. Implementation challenges encompass curriculum alignment, technological obstacles, low technological self-efficacy, and potential cultural and curriculum disparities impacting project effectiveness.

Keywords: digital storytelling; mathematics education; technology integration; systematic review.

DOI: 10.1504/IJLT.2025.151034

International Journal of Learning Technology, 2025 Vol.20 No.4, pp.507 - 527

Received: 17 Dec 2023
Accepted: 28 Mar 2024
Published online: 12 Jan 2026 *

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