Digital Storytelling in Teaching and Learning Mathematics: A PRISMA Systematic Literature Review

Abstract

Digital storytelling (DST) has emerged as a promising pedagogical approach in mathematics education, combining narrative and digital media to enhance conceptual understanding, engagement, and reflective practice. This systematic review synthesises recent research on how DST is conceptualised, implemented, and evaluated in mathematics education. Following PRISMA 2020 guidelines, four databases (ERIC, Scopus, HAL, Google Scholar) were searched in October 2025. Peer-reviewed studies (2015–2025) explicitly addressing DST in mathematics education were included. Screening and thematic synthesis were independently conducted by the two first authors to reduce bias. A total of 47 studies involving approximately 3000 participants across early childhood, school, and teacher education were included. DST was found to enhance mathematical reasoning, problem-solving, motivation, and self-efficacy, while supporting identity development and collaboration. For teachers, DST fostered reflective practice, emotional awareness, and technological–pedagogical–content integration. Challenges included limited preparation time, insufficient training, and unequal digital access, though emerging AI tools offered promising solutions for scalable DST creation. Evidence highlights DST’s cognitive, affective, and pedagogical benefits, though small-scale and short-term designs limit generalisability. Further longitudinal and cross-context studies are needed.