AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education

Günay Paliç Şadoğlu; Derya Kaya Usta

doi:10.63612/ijesp.1895063

AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education

Abstract

In recent years, the integration of Artificial Intelligence (AI) technologies into education has gained importance for enriching student-centered learning processes and supporting 21st-century skills. This study examines changes in the academic achievement, digital literacy skills, creative thinking tendencies, and lesson-related views of 6th-grade female students who learned about the Solar System through AI-supported Digital Storytelling (DST) using Gemini. The study was conducted with 38 students over four weeks and employed a mixed-methods design consisting of a single-group pretest-posttest quasi-experimental design for the quantitative component and a qualitative descriptive approach based on students’ views for the qualitative component. Quantitative findings indicated statistically significant increases in students’ academic achievement and creative thinking tendency scores following the intervention. However, changes in digital literacy skills were limited, suggesting that exposure to AI tools alone may not be sufficient to promote meaningful development in this area. Qualitative findings further showed that students perceived AI-supported DST as engaging, supportive, and beneficial for understanding complex scientific concepts. The findings suggest that AI-supported DST may provide a useful instructional approach for enriching science learning experiences when integrated within a well-designed instructional framework. While these promising findings highlight the potential of AI-supported DST, the observed changes should be interpreted cautiously due to the absence of a control group. Ultimately, sustaining and extending these potential benefits may require targeted pedagogical guidance, minimization of technical limitations, and further optimization of AI tools for educational purposes.

Keywords

Supporting Institution

No external funding was received for this study.

Project Number

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sector.

Ethical Statement

This study was approved by the Recep Tayyip Erdogan University Ethics Review Board with Protocol No: 2025/697 dated 26/11/2025. The study was conducted in accordance with ethical standards. Participants’ voluntariness, confidentiality, and anonymity were ensured throughout the research process. Written informed consent was obtained from the parents of all participating students prior to data collection.

Thanks

The authors would like to thank all students who took part in the study.

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Details

Primary Language

English

Subjects

Instructional Technologies

Journal Section

Research Article

Authors

Günay Paliç Şadoğlu ^*
0000-0003-0599-5329
Türkiye

Derya Kaya Usta
0009-0009-3057-5984
Türkiye

Early Pub Date

October 1, 2026

Publication Date

-

Submission Date

February 22, 2026

Acceptance Date

August 28, 2026

Published in Issue

Year 2026 Number: Advanced Online Publication

DOI

https://doi.org/10.63612/ijesp.1895063

IZ

https://izlik.org/JA99DG49MT

Cite

RIS / Bibtex

APA

Paliç Şadoğlu, G., & Kaya Usta, D. (2026). AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education. International Journal of Educational Studies and Policy, Advanced Online Publication. https://doi.org/10.63612/ijesp.1895063

AMA

1.Paliç Şadoğlu G, Kaya Usta D. AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education. IJESP. 2026;(Advanced Online Publication). doi:10.63612/ijesp.1895063

Chicago

Paliç Şadoğlu, Günay, and Derya Kaya Usta. 2026. “AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education”. International Journal of Educational Studies and Policy, no. Advanced Online Publication. https://doi.org/10.63612/ijesp.1895063.

EndNote

Paliç Şadoğlu G, Kaya Usta D (October 1, 2026) AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education. International Journal of Educational Studies and Policy Advanced Online Publication

IEEE

[1]G. Paliç Şadoğlu and D. Kaya Usta, “AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education”, IJESP, no. Advanced Online Publication, Oct. 2026, doi: 10.63612/ijesp.1895063.

ISNAD

Paliç Şadoğlu, Günay - Kaya Usta, Derya. “AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education”. International Journal of Educational Studies and Policy. Advanced Online Publication (October 1, 2026). https://doi.org/10.63612/ijesp.1895063.

JAMA

1.Paliç Şadoğlu G, Kaya Usta D. AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education. IJESP. 2026. doi:10.63612/ijesp.1895063.

MLA

Paliç Şadoğlu, Günay, and Derya Kaya Usta. “AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education”. International Journal of Educational Studies and Policy, no. Advanced Online Publication, Oct. 2026, doi:10.63612/ijesp.1895063.

Vancouver

1.Günay Paliç Şadoğlu, Derya Kaya Usta. AI-Supported Digital Storytelling: Effects on Learning Outcomes and Student Perceptions in Solar System Education. IJESP. 2026 Oct. 1;(Advanced Online Publication). doi:10.63612/ijesp.1895063