Abstract:
In the era of modern education, the integration of digital storytelling (DST) and animations has emerged as a promising strategy to enhance science learning experiences. This study examines the effectiveness of DST and animations in improving science skills among primary-level students in urban and rural settings in Pakistan. Through a mixed-methods approach involving 174 participants from grades 4 and 5, significant enhancements in science skills were observed among students exposed to DST and animations, regardless of their geographical location. Leveraging cognitive load theory and Bloom’s Taxonomy, the study provides insights into the efficacy of multimedia-based approaches in fostering equitable learning outcomes. To address diverse linguistic needs, instructional materials were tailored to each setting, with Urdu used for rural students and English for urban students. These findings underscore the potential of DST and animation to revolutionize teaching practices, advancing inclusive and innovative science education practices that cater to the needs of diverse student populations. The study was conducted in Pakistan, with rural participants from Gujrat village school and urban participants from an Islamabad school, providing valuable insights into the applicability of DST and animations across different educational contexts in the country. This research contributes to the advancement of inclusive and innovative science education practices, emphasizing the importance of leveraging modern technologies to meet the diverse needs of students.
