Integrating GenAI in Creating Digital Storytelling as STEAM-Based English Tenses Material on Social Media
DOI:
https://doi.org/10.24256/ideas.v14i1.8481Keywords:
Digital Storytelling, EFL, GenAI, STEAM Education, social mediaAbstract
This study aims to investigate the integration of GenAI in creating DSTs as a STEAM-based medium for learning English tenses and to determine students’ acceptance of the created DSTs by using a simplified R&D by Alessi. This method consists of three phases: planning, design, and development. During the phases, multiple GenAI tools were employed for activities such as scripting, image and audio generation, editing, and subtitling. The results show that each GenAI has its own role and produces different responses, which require a curation process to ensure pedagogical content and appropriateness. The DST was also validated by two experts in content and media using Aiken’s V, which confirmed strong validity (M = 0.98, M = 0.97). It was then disseminated through TikTok and Instagram. Furthermore, the thirty EFL learners participating in this study showed a significant improvement (p < 0.001) as determined by the Wilcoxon test. TAM results also showed a reliable score (0.87) and positive student acceptance (M = 4.12). These findings affirm that GenAI can effectively assist in creating DSTs, improve students’ tense understanding, and are positively received by students. The findings also provide a practical GenAI-assisted DST workflow for EFL-STEAM contexts.
References
Aiken, L. R. (1985). Three Coefficients for Analyzing the Reliability and Validity of Ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica, 250, 104564. https://doi.org/10.1016/j.actpsy.2024.104564
Amirinejad, M., & Rahimi, M. (2023). Integrating Digital Storytelling into STEAM Teaching: Examining Young Language Learners’ Development of Self-regulation and English Literacy. International Journal of Technology in Education, 6(4), 720–735. https://doi.org/10.46328/ijte.551
Azar, B. S., & Hagen, S. A. (2011). Fundamentals of English Grammar. Pearson Longman.
Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202–212.
Barakat, H., Turk, O., & Demiroglu, C. (2024). Deep learning-based expressive speech synthesis: A systematic review of approaches, challenges, and resources. EURASIP Journal on Audio, Speech, and Music Processing, 2024(1), 11. https://doi.org/10.1186/s13636-024-00329-7
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
Chubko, N., Morris, J. E., McKinnon, D. H., Slater, E. V., & Lummis, G. W. (2020). Digital storytelling as a disciplinary literacy enhancement tool for EFL students. Educational Technology Research and Development, 68(6), 3587–3604. https://doi.org/10.1007/s11423-020-09833-x
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, F. D., & Granić, A. (2024). The Technology Acceptance Model: 30 Years of TAM. Springer International Publishing. https://doi.org/10.1007/978-3-030-45274-2
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 0(0), 1–15. https://doi.org/10.1080/14703297.2023.2195846
Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 41–50. https://doi.org/10.1145/2556325.2566239
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
Hwang, G.-J., Zou, D., & Wu, Y.-X. (2023). Learning by storytelling and critiquing: A peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness. Educational Technology Research and Development, 71(3), 1079–1103. https://doi.org/10.1007/s11423-022-10184-y
Kamal, A., & Dahniar. (2025). Role Modelling Social Media Influencers on TikTok and Instagram in Enhancing Students’ Speaking in Digital Storytelling. Didaktika: Jurnal Kependidikan, 14(1 Februari), Article 1 Februari. https://doi.org/10.58230/27454312.1273
Kronholz, J. (2012, August 21). A New Type of Ed School. Education Next. https://www.educationnext.org/a-new-type-of-ed-school/
Li, J., Tang, T., Zhao, W. X., Nie, J.-Y., & Wen, J.-R. (2024). Pre-Trained Language Models for Text Generation: A Survey. ACM Comput. Surv., 56(9), 230:1-230:39. https://doi.org/10.1145/3649449
Long, T., Zhang, D., Li, G., Taraif, B., Menon, S., Smith, K. S., Wang, S., Gero, K. I., & Chilton, L. B. (2023). Tweetorial Hooks: Generative AI Tools to Motivate Science on Social Media (No. arXiv:2305.12265). arXiv. https://doi.org/10.48550/arXiv.2305.12265
Maceviciute, E., Manžuch, Z., & Gudinavičius, A. (2023). The role of curiosity triggers and features in digital literacy training. Library & Information Science Research, 45(4), 101268. https://doi.org/10.1016/j.lisr.2023.101268
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480
Murphy, R. (2019). English Grammar in Use: A Self-study Reference and Practice Book for Intermediate Learners of English : with Answers and Ebook. Cambridge University Press.
Ohler, J. (2013). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (2nd ed.). https://doi.org/10.4135/9781452277479
Orak, C., & Turan, Z. (2024). Using artificial intelligence in digital video production: A systematic review study. Journal of Educational Technology and Online Learning, 7(3), 286–307. https://doi.org/10.31681/jetol.1459434
Perdana, P. R., Sukmalasari, R., Suharsih, S., & Yusop, S. A. M. (2025). Digital storytelling to enhance English language students’ understanding of climate change mitigation: A linguistic evidence. Journal of English Language Studies, 10(1), 64–81. https://doi.org/10.30870/jels.v10i1.31333
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Ringeval, F., Eyben, F., Kroupi, E., Yuce, A., Thiran, J.-P., Ebrahimi, T., Lalanne, D., & Schuller, B. (2015). Prediction of asynchronous dimensional emotion ratings from audiovisual and physiological data. Pattern Recognition Letters, 66, 22–30. https://doi.org/10.1016/j.patrec.2014.11.007
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
sabbott. (2013, October 17). Criterion-Referenced Test Definition. The Glossary of Education Reform. https://www.edglossary.org/criterion-referenced-test/
Saluky & Nurul Bahiyah. (2023). Revolutionizing Education: Unlocking the Potential of Asynchronous Video for Interactive Online Learning. International Journal of Education and Humanities, 3(2), 187–196. https://doi.org/10.58557/(ijeh).v3i2.149
Santos, M., Carlos, V., & Moreira, A. A. (2023). Towards interdisciplinarity with STEAM educational strategies: The Internet of Things as a catalyser to promote participatory citizenship. Educational Media International, 60(3–4), 274–291. https://doi.org/10.1080/09523987.2023.2324581
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications. Pearson.
Singh, A., & Manjaly, J. A. (2022). Using Curiosity to Improve Learning Outcomes in Schools. SAGE Open, 12(1), 21582440211069392. https://doi.org/10.1177/21582440211069392
Swan, M. (2016). Practical English Usage. Oxford University Press.
Tanrıkulu, F. (2022). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 35(5–6), 1090–1105. https://doi.org/10.1080/09588221.2020.1774611
Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29(5), A60–A68. https://doi.org/10.1016/j.chb.2012.12.032
Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352. https://doi.org/10.1016/j.compedu.2011.12.012
Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577. https://doi.org/10.1016/j.system.2024.103577
Zhu, L., Lai, Y., Mou, W., Zhang, H., Lin, A., Qi, C., Yang, T., Xu, L., Zhang, J., & Luo, P. (2024). ChatGPT’s ability to generate realistic experimental images poses a new challenge to academic integrity. Journal of Hematology & Oncology, 17(1), 27. https://doi.org/10.1186/s13045-024-01543-8
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Alfiandy Kamal, Muhammad Chairil Imran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
