Digital storytelling experiences among school-aged students captured through doodling activity

Abstract

With the fast-growing and constant evolution of modern technology, the use of digital interactive media such as digital storytelling is considered as a useful tool and technique in disseminating health-related information to clients. This study aims to explore the lived experiences of school-aged students during digital storytelling about a boy and his undesirable food choices. A descriptive phenomenological method was used for participants. There were 15 grade one students, ages six (6) to seven (7) years old chosen through purposive sampling. Doodling and participants’ interpretations were the instrument of choice of the researchers, considering the age and level of cognitive development of the participants. In this study, four major themes were identified and discussed that depicted the participants’ lived experience. They were identified as (1) positive perception in which the participants were able to identify healthy foods in the story; (2) empathy where they were able to project themselves as the main character in the story; (3) identification of negative elements which was symbolized by the chip monster that they needed to avoid or remove; and (4) interpersonal association where they related their digital storytelling experience to their family. The participants had varying degrees of connection and understanding with the digital story and undoubtedly expressed a learning experience through the digital story presented.