Pedagogical innovation in Physical Education through digital storytelling: an experience in Ecuadorian classrooms
DOI:
https://doi.org/10.47197/retos.v71.115126Keywords:
Digital learning, digital storytelling, pedagogical innovation, Physical Education, technological resourcesAbstract
Introduction: Digital storytelling is emerging as an innovative pedagogical tool with potential to enrich teaching and learning processes. In Physical Education, it supports the integration of communicative, technological, and creative skills.
Objective: To analyze the perceived impact of digital storytelling on learning in Physical Education in schools in the province of Guayas, Ecuador.
Methodology: A quantitative, non-experimental, and descriptive design was used. A validated questionnaire was applied to a final sample of 30 teachers and 150 secondary-level students. The instrument addressed the following dimensions: perception of digital storytelling, motivation and participation in classes, and perceived learning outcomes.
Results: Findings indicated that 87% of students and 73% of teachers reported a favorable perception of digital storytelling. Motivation and participation showed high levels of agreement, and perceived improvements in understanding content were also noted. The technological perception dimension obtained the highest mean among students.
Discussion: These findings align with previous research that supports the pedagogical value of active methodologies based on digital resources, particularly in the field of Physical Education.
Conclusions: Based on the results of this sample, digital storytelling appears to be a promising strategy to energize Physical Education teaching, fostering more inclusive and participatory environments.
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