Story as Pedagogy: Leveraging Narrative Digital Learning Practices in the Instructional Design Process

Abstract

This paper examines the pedagogical value of using narrative digital learning practices (NDLP) in instructional design. Through a thematic review of the literature, the authors illustrate that NDLP, which are the intentional use of storytelling techniques to inform and enhance the student experience within digital learning environments, can increase student engagement and help them meet the outcomes and goals for instruction. It discusses the different ways in which NDLP can be used to support such practices as course mapping, digital storytelling, adaptive and/or differentiated learning, scenario-based and case-based learning, gameful learning, and the application of universal design for learning principles. Additionally, the authors present backward design as a way to ensure that narrative structures used in courses are supportive of learning objectives. The future of learning is discussed, including the role of NDLP in facilitating more personalized and immersive learning experiences. The paper concludes by noting that NDLP is a valuable tool for instructional designers and educators and has the potential to transform teaching and learning through the unique affordances of narrative structure and digital tools.