The impact of using digital kinetic storytelling on self-esteem and innovative thinking capacity among sixth grade primary school girls

Document Type : Original Article

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College of Education, King Faisal University, Kingdom of Saudi Arabia

Abstract

This research explored the impact of digital kinetic storytelling on self-esteem and innovative thinking among sixth-grade students. The study, conducted using an experimental approach, involved 40 students aged 11–12 from the Sixteenth Elementary School in Al-Hofuf. The students were divided into two equal groups: one engaged with teacher-narrated kinetic stories, while the other used computer-based digital kinetic stories. Results showed that the digital kinetic storytelling method led to greater improvements in self-esteem and innovative thinking compared to teacher narration, with improvement percentages of 47.68% and 18.57%, respectively. The study highlights the effectiveness of digital kinetic storytelling as a tool to enhance key developmental skills. The researcher recommends adopting digital kinetic storytelling in educational practices, providing teachers with training and ready-made templates, and extending its application to other age groups. Future research should explore alternative methods for developing self-esteem and innovative thinking and assess the long-term effects of digital storytelling on learners' growth.

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