Digital Storytelling on Cognitive Flexibility and Divergent Thinking

Abstract

Introduction:
Digital storytelling, an innovative educational tool that merges traditional narrative techniques with digital media, is increasingly being recognized for its potential to enhance students’ cognitive development. This study explored how digital storytelling can influence cognitive flexibility and divergent thinking—two critical skills in fostering creativity and adaptability among middle school students.

Objective:
The primary aim was to assess the effectiveness of a digital storytelling intervention in improving cognitive flexibility and divergent thinking skills among seventh-grade students.

Method:
A post-test-only control group design was adopted. From seven sections of Class VII, two were randomly selected—one designated as the experimental group and the other as the control group. The experimental group underwent a 15-day intervention using structured digital storytelling activities. A researcher-constructed tool was employed to assess both cognitive flexibility and divergent thinking skills.

Results:
Findings revealed a significant impact of the intervention on cognitive flexibility (p < .001) and divergent thinking (p < .001), with experimental group students outperforming the control group. However, the interaction effect between creativity experience and group on divergent thinking was not statistically significant (p = .265).

Conclusion:
Digital storytelling was shown to be an effective strategy for enhancing essential cognitive skills in school-aged children. Its integration into classroom practices can support students in developing flexible thinking and creative problem-solving abilities, making them better prepared for the complexities of real-world learning and challenges.