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Can storytelling, interactive apps replace teachers? a field experiment in STEM education

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  • Mohammed Mohammed
  • Lobna Hassan

Abstract

This study investigates whether augmenting Interactive Digital Storytelling (IDS) with Digital Learning Activities (DLA) positively impacts elementary school students’ academic performance and technical skill learning in STEM education (science subject). We also explore if this combined approach could be a suitable self-learning replacement of classroom, didactic learning. We conducted a field study, following a Design Science Approach. We designed an IDS learning environment and another augmented with DLA in cooperation with educators at an elementary school in Egypt. 69 students were randomly divided into 3 groups. The control group was of students in a traditional didactic classroom. Experimental group A used IDS only, while group B used a combination of IDS and DLA. Findings show a heightened effect of the interactive experimental approaches, compared to traditional learning in the control group. There were no differences between groups A and B in knowledge acquisition. However, technical skill acquisition was higher in the combined IDS and DLA approach.

Suggested Citation

  • Mohammed Mohammed & Lobna Hassan, 2026. "Can storytelling, interactive apps replace teachers? a field experiment in STEM education," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(3), pages 273-287, May.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:3:p:273-287
    DOI: 10.1080/00220671.2025.2540895
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