DOI: 10.63612/ijesp.1895063 ISSN: 2718-1022

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

Günay Paliç Şadoğlu, Derya Kaya Usta
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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.

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