Refining a pilot prototype of the interactive storybook for language learning: Informed by (the first) feedback from educators and researchers

1. Introduction

1.1 Background to the study

The area of education is undergoing substaintial change, particularly with the integration of digital technologies into learning environments. This study focuses on Educational Digital Storytelling (EDS) as a resource for enhancing the language skills of Key Stage 3 (KS3) students. EDS, an emerging pedagogical approach, combines storytelling skills with digital media to provide an engaging and interactive way to support their learning (Moradi and Chen, 2019). The study was inspired by the growing challenge of integrating traditional learning approaches with the evolving digital landscape, particularly in the context of English literature.

1.1.1 The transformation of education through digital technologies:

Recent literature has emphasised the rapid evolution of digital tools in education, focusing on their transformative impact on pedagogical methods (Wang, 2023). These developments require an exploration of how these technologies can enhance the educational experience, particularly in language learning. EDS, as noted by Bryant et al. (2020), integrates storytelling techniques with digital environments and provides a convincing approach to engage learners more closely in the learning process (Akbar, 2016).

1.1.2 Digital literacy in contemporary curricula:

The emerging emphasis on digital literacy in contemporary curricula, as outlined by Blue (2022), is consistent with the aims of this study. She argues that digital literacy is not just an additional skill, but a critical elements of a comprehensive 21st century education. In the specific context of English literature, the integration of digital storytelling techniques can transform traditional pedagogy and make learning more relevant and accessible to the current generation of learners (Bandura and Leal, 2022, Wu and Chen, 2020).

1.1.3 Insights into digital teaching methods:

Comparative studies by Vas (2023) have demonstrated that digital learning methods can provide advantages over traditional approaches, particularly in supporting student engagement and motivation in language learning (Learning, 2023). However, these methods also present specific challenges, such as the necessity for teacher training and the adaptation of existing curricula to effectively reflect digital elements (Røe et al., 2022).

1.1.4 Adapting education to technological evolution:

Acknowledging the importance of adapting to technological advances, researchers such as Winthrop et al. (2016) emphasise the importance of education systems continuously evolving. They suggest that incorporating digital tools into teaching and learning strategies can help to enhance learner outcomes, particularly in terms of language and literacy development (Nguyen, 2023, Cruz, 2023).

1.1.5 Understanding the learning contexts of KS3 students:

1.1.5 Understanding the learning contexts of KS3 students:

It is important to understand the specific learning contexts of KS3 students. Martin’s (2021) and Hayter's (2022) research on this age group indicates a marked tendency towards interactive and multimedia-based learning, which further supports the relevance of this study to the language education of KS3 students. This is in line with the findings of Smeda et al. (2014) who emphasise the effectiveness of digital storytelling in engaging younger learners.

1.1.6 Aim of the study:

By integrating these perspectives, this study aims to explore the potential of EDS to enhance the language skills of KS3 students, situating its investigation within a broader educational and technological context. The study aims to contribute to the growing body of research on the application of digital storytelling in language education (Chan et al., 2017, Moradi and Chen, 2019).

1.2 Aims and objectives of the research

The primary aim of this research is to investigate and enhance the language skills of Key Stage 3 (KS3) students in the environment of Educational Digital Storytelling (EDS). This study aims to bridge theoretical insights with practical applications in a digital learning environment, based on the importance of incorporating expert opinion and educator contributions in the development and implementation of educational technologies (Eshbayev and Nasiba, 2023, Kafyulilo et al., 2015). The specific aims of the research are

1.2.1 Analyse feedback from UK researchers

To analyse feedback from the researchers on the key competences identified in a preliminary literature review for enhancing language skills in the EDS environment. This analysis will inform the theoretical basis for the development of the pilot prototype, the Interactive Storybook, making sure that it is based on pedagogical principles and practices (Scanlon et al., 2019). Incorporating expert opinion into the design and evaluation of educational technology is important for its effectiveness and relevance (Kali and Fuhrmann, 2011).

1.2.2 Evaluating feedback from secondary school teachers

To evaluate and analyse feedback from secondary school teachers in England on the potential feasibility of the Interactive Storybook in school environments. This objective aims to establish that the pilot prototype is not only theoretically effective, but also practically feasible and relevant in real educational contexts, bridging the gap between theory and practice (Çoklar and Yurdakul, 2017). The contribution of educators plays a key role in the successful integration of educational technologies in secondary schools (Spiteri and Chang Rundgren, 2020).

1.2.3 Understanding the impact of the extended prototype

To understand how the enhancements made to the Interactive Storybook, based on the first round of feedback from researchers and secondary school teachers, can effectively improve the language skills of KS3 students in an EDS environment. This will involve evaluating the practical implementation and pedagogical impact of the refined Interactive Storybook, with a focus on its potential to enhance language learning experiences and outcomes (Swan et al., 2014). Iterative design and feedback-based improvement are important for the effectiveness of educational technology (Sailer et al., 2021).

These aims are designed to provide a comprehensive approach to the study, considering both the theoretical aspects of EDS and the practical challenges of implementing digital storytelling tools in educational contexts. The research aims to contribute to the area of educational technology by providing insights into the effective integration of digital storytelling in language learning, particularly for KS3 students, while emphasising the importance of interdisciplinary approaches to educational technology research (Scanlon et al., 2019).

1.3 Overview of Educational Digital Storytelling (EDS)

1.3.1 Definition of Educational Digital Storytelling (EDS)

Educational Digital Storytelling (EDS) is the convergence of storytelling techniques and digital media to create immersive and interactive learning experiences. Compared to traditional pedagogies, EDS positions learners as active participants in the storytelling process rather than passive recipients of information (Meletiadou, 2022, Robin, 2008). This approach uses a range of digital tools such as interactive storybooks, digital animations and multimedia presentations to make learning more engaging and personal (Yuksel-Arslan et al., 2016).

1.3.2 Benefits and skills enhanced by EDS

Researchers have recognised EDS as an influential approach for improving a range of skills, including digital literacy, creative thinking and language skills (Meletiadou, 2022, Niemi and Multisilta, 2016). The interactive and participatory aspects of EDS have been demonstrated to facilitate in-depth involvement with content, promoting not only knowledge acquisition, but also critical thinking and creativity (Smeda et al., 2014, Yang and Wu, 2012).

1.3.3 Empirical evidence for EDS

Research in the area of digital storytelling, such as Ranieri and Bruni's (2018) study on media literacy in teacher education and Smeda et al.'s (2014) comprehensive study on its effectiveness in the classroom, provides empirical evidence to support the use of EDS in enhancing student engagement, creativity and digital literacy skills. In addition, a meta-analysis by Wu and Chen (2020) emphasises the positive effects of digital storytelling on learner outcomes and motivation.

1.3.4 Practical applications of EDS

A classroom application of EDS might involve students collaboratively creating digital stories that incorporate multimedia elements, enhancing their language skills and digital literacy (Alismail, 2015, Rizvic et al., 2019). Such practical applications illustrate how EDS can transform traditional classroom environments into more active and interactive learning environments (Robin, 2008).

1.3.5 Pedagogical Rationale for EDS

The pedagogical basis for EDS is consistent with contemporary educational theories that emphasise the value of involving students in their learning. For instance, constructivist learning theory supports the EDS approach by emphasising the role of students in constructing their own knowledge through interactive and practical experiences (Abderrahim and Gutiérrez-Colón Plana, 2021, Mattar, 2018). Social constructivism also supports EDS as it encourages collaboration and knowledge sharing between learners (Kimmerle et al., 2015).

1.3.6 Transforming learning through EDS

By embedding educational content in immersive stories and using interactive digital formats, EDS aims to transform learning into a conversational and experiential process, which can lead to improved understanding and retention of learned content (Thompson, 2000, Zwart et al., 2017). This methodology is in line with contemporary educational frameworks that emphasise the importance of student engagement and active learning in effective teaching (Schugar et al., 2013, Zainuddin et al., 2019).

2 Survey methodology

2.1 Survey design

The methodology used in this study involved the design and administration of two different surveys, each targeting a different group of participants and focusing on specific aspects of Educational Digital Storytelling (EDS). The use of multiple surveys is in line with the recommendations of (Creswell and Creswell, 2017), who suggest that the use of different data collection methods can provide a more comprehensive understanding of the research problem.

2.1.1 Survey for educational researchers

The first survey, aimed at educational researchers in the UK with expertise in digital storytelling and creative education, focused on identifying the key competencies required to enhance language skills in the EDS environment. This focus was based on the desire for expert views and feedback on the competencies required to enhance language skills in the EDS context. A Delphi (online) survey method, similar to the approach described by Linstone and Turoff (2002), was used for this group. This method facilitated the collection of consensus-based evidence from researchers in different areas of the UK, securing a comprehensive and systematic approach to capturing expert insights in educational research (Hsu and Sandford, 2007).

Figure 1 illustrates the process of qualitative data analysis using MAXQDA software, a widely recognised tool for computer-assisted qualitative data analysis (Kuckartz and Rädiker, 2019). This screenshot demonstrates the coding of the researchers' responses to the question about the ranking of competencies in Educational Digital Storytelling (EDS). The left panel represents the hierarchical coding system, while the main panel represents the coded segments of a participant's response, in line with best practices in qualitative data analysis (Saldaña, 2021). This visual representation demonstrates the rigorous approach to data analysis, emphasising key themes such as the relative importance of metacognition and the presumed digital literacy skills of KS3 students. Such detailed analysis provides a comprehensive understanding of experts' perspectives on the competencies required for the development of language skills in EDS environments, contributing to the trustworthiness and credibility of the research findings (Lincoln and Guba, 1985).

<Fig.1: Qualitative data analysis of researcher feedback using MAXQDA>

2.1.2 Survey of secondary school teachers

In contrast, the other survey was aimed at secondary school teachers in England and focused on exploring the feasibility of implementing the Interactive Storybook, the pilot prototype of this study, in real classroom environments. This survey aimed to collect practical feedback on the usability, engagement and integration potential of the prototype within the school curriculum. An online survey methodology, as discussed by Dillman et al. (2014) in their exploration of online surveys as a viable option in educational research, was used to efficiently collect and analyse feedback from teachers in different locations across England. Their study emphasises the practicality and effectiveness of online surveys in educational contexts, particularly for collecting diverse perspectives from geographically dispersed participants.

Figure 2 illustrates the process of qualitative data analysis of school teachers' feedback using MAXQDA software, a tool for qualitative data analysis (Kuckartz and Rädiker, 2019). This screenshot illustrates the coding of schoolteacher responses regarding the usability and engagement of the pilot interactive storybook. The left panel illustrates the hierarchical coding system, while the main panel indicates the coded segments of a participant's response, following best practices in qualitative data analysis (Saldaña, 2021). The coding process reveals key themes such as ease of navigation, engagement through multimedia elements, and potential concerns about distraction. This systematic approach to data analysis enhances the credibility and trustworthiness of the research findings (Lincoln and Guba, 1985) and provides insights into the practical implementation of the Interactive Storybook in the classroom.

<Fig. 2: Qualitative analysis of school teachers' feedback using MAXQDA>

2.2 Methodological considerations and analysis process

This study employed a mixed methods approach, combining quantitative ranking data with qualitative thematic analysis (Creswell and Clark, 2017). The methodology integrated feedback from both theoretical and practical perspectives, providing evidence to support the findings of the study. This approach is consistent with Ivankova and Plano Clark's (2018) emphasis on the integration of multiple perspectives in mixed methods research.

The study used different, but complementary, survey approaches to gain insights into the effective use of EDS to enhance language learning. The structure and approach of these surveys were informed by the British Educational Research Association’s (2019) guidelines and best practices for educational research, which emphasise the importance of targeted surveys in educational contexts.

For the qualitative data analysis, thematic analysis was employed using MAXQDA software (Kuckartz and Rädiker, 2019). The coding process involved first coding a subset of the data, followed by discussions between the researchers involved to resolve discrepancies and reach consensus. This approach increases the reliability and validity of the coding process (Saldaña, 2021).

Figure 4 illustrates the iterative design process used in the development of the interactive storybook for language learning. This methodology integrates multiple stakeholder perspectives through a series of feedback cycles (Amiel and Reeves, 2008). The process began with a Delphi survey of researchers, followed by the creation of an initial prototype. This prototype was then refined through a second Delphi survey of researchers and an online survey of teachers, resulting in Prototype Edition 2. The final iteration incorporated feedback from EdTech professionals, resulting in Prototype Edition 3.

This approach is consistent with design-based research principles in educational technology, which emphasise the importance of iterative development and stakeholder engagement (McKenney, 2018b). The involvement of both academic experts (researchers) and field experts (school teachers and EdTech professionals) provided a comprehensive evaluation that balanced theory and practice (Hall, 2020).

By providing this detailed account of our methodological process, we aim to enhance the replicability and credibility of the study and provide a more thorough understanding of our research approach and findings.

<Fig. 3: Iterative design process for interactive storybook evolution>

2.3 Survey focus and rationale

2.3.1 Focus of the Educational Researcher Survey

The initial survey was aimed at educational researchers with expertise in digital storytelling and creative education. Based on the conceptual framework proposed by Robin (2008), which emphasises the multifaceted aspects of digital storytelling in educational contexts, the survey focused on identifying and defining key competences required for KS3 students in educational digital storytelling (EDS) environments. This is in line with the methodology proposed by Sarica and Usluel (2016), which involves subject experts in the identification of key educational competencies.

2.3.2 Identification and ranking of competences

Participants were provided with a list of potential competencies and their respective sub-elements, which were derived from a systematic literature review titled "Exploring anticipated competency elements for enhancing language skills of KS3 students in an educational digital storytelling environment" conducted prior to this study. These competencies were developed based on the educational framework proposed by van Laar et al. (2017), which highlights the importance of different skill competencies in a modern educational framework. Respondents were then required to rank these competencies according to their perceived importance in enhancing the language skills of KS3 students. This method is supported by the findings of Burkle and Cobo (2018), who emphasise the value of expert insight in educational research.

2.3.3 Focus of the survey of secondary school teachers

The following survey was designed for secondary school teachers in England and focused on the practical use of the EDS pilot prototype, the Interactive Storybook. This approach is in line with the recommendations of Nind et al. (2016), who emphasise the importance of teacher feedback in education. The aim of the survey was to collect comprehensive feedback on different aspects of the Storybook, including usability, engagement and potential for curriculum integration. This methodological approach is supported by the findings of Mandinach and Jimerson (2016) on the evaluation of educational technology in the classroom.

2.4 Theoretical and practical frameworks

2.4.1 The importance of usability and engagement

The success of digital learning tools is closely influenced by their usability and ability to engage learners, as research and discussion in the area has emphasised. Research by Bourgonjon et al. (2010) demonstrates the potential of digital learning tools to support student engagement and success, suggesting that these tools can substantially transform teaching and learning methods. In addition, a systematic review by Bond et al. (2020) reveals a complex landscape of student engagement with digital technologies, emphasising the multiple dimensions and definitions of participation, such as behavioural, social and cognitive aspects.

2.4.2 Curriculum integration with the TPACK framework

In addition, the aspect of curriculum integration potential is based on the TPACK framework introduced by Mishra and Koehler (2006). This framework discusses the integration of emerging educational technologies into existing curricula through a balanced interplay of content knowledge, pedagogical knowledge and technological knowledge. The TPACK framework emphasises that effective technology integration in education is not just about the technology itself, but how it is cohesively integrated with pedagogical methods and content understanding (Harris et al., 2009).

2.5 Evaluating feasibility and effectiveness

2.5.1 Importance of practical evaluation

It was also considered important to evaluate the feasibility of the Interactive Storybook in real educational environments. This aspect of the research was informed by the principles emphasised by McKenney (2018a), which focus on the importance of evaluating educational technologies in the context of their practical application in authentic learning environments. Such evaluations focus on the real-time adaptability of technology to student demands and the generation of both research and practice-based knowledge for effective technology integration (Plomp, 2013).

2.5.2 Collecting detailed feedback

Both surveys included open-ended questions to collect detailed feedback and reflections on the EDS environment and the Interactive Storybook. The inclusion of open-ended questions is in line with the recommendations of Cohen (2002), who suggest that such questions can provide abundant, qualitative data that can provide in-depth insights into participants' perceptions and experiences.

2.6 Profile of participants (researchers and secondary school teachers)

2.6.1 Educational researchers

Selection criteria:

Participants in the initial survey were carefully selected using criteria based on established research methodologies. As emphasised by Yuksel et al. (2011), the expertise of participants in areas such as digital storytelling, creative education and curriculum development is important for collecting informed and challenging feedback. The group included educational researchers from a range of academic institutions, a decision supported by Tight’s (2018) findings on the value of diverse academic perspectives in educational research. To further refine the selection criteria for educational researchers to participate, specific qualifications were considered, such as years of experience in education, published research in the area, and active involvement in curriculum development. This approach provided a wide range of insights and contributed to a sophisticated understanding of digital storytelling in education, in line with Creswell’s (2015) recommendations for purposive sampling in qualitative research.

Relevance of research findings:

The research findings of Curry (2021) and Cao et al. (2023) were particularly relevant to the discussion of findings on digital education and language learning. For instance, Curry’s (2021) study provides insights into how digital storytelling can enhance language comprehension, while Cao et al. (2023)'s (2021) study emphasises the adaptability of digital tools in different language learning contexts. These studies emphasise the importance of EDS in enhancing language learning, reinforcing the relevance of the research conducted by education experts in this study.

2.6.2 Secondary school teachers

2.6.2.1 Importance of practical experience:

The following survey was conducted with secondary school teachers in England, a selection based on established principles of educational research. The importance of the practical experience of teachers in educational research is widely recognised. Gore and Gitlin (2004) emphasise the importance of involving teachers in educational research as their insights can contribute substantially to the legitimacy and authority of the profession and its knowledge base. In addition, the role of teachers in engaging with educational research is emphasised, where projects that are meaningful to teachers and a supportive culture of research engagement are necessary for positive outcomes (Cain, 2015). This is particularly important for tools such as the Interactive Storybook, which are designed for direct use in the classroom.

2.6.2.2 Classroom insights and integration:

These participants were selected for their classroom involvement and practical experience with the secondary age group. As emphasised by Rienties and Kinchin (2014), teachers' perspectives are key in assessing how closely new educational tools reflect the demands and dynamics of specific student age groups. This view is supported by Mercer et al.'s (2019) insights into the importance of social learning in the use of digital tools. Social learning in this context refers to the process by which students learn from each other through collaboration, interaction and shared experiences, which is important in a digitally-focused educational environment (Greenhow et al. (2019). It emphasises the role of peer-to-peer engagement and shared learning experiences in enhancing the effectiveness of digital tools in education. In addition, the findings of Hargreaves and O'Connor (2018) support the idea that teachers, through their daily interactions with students and their accumulated experiences, provide critical insights into the engagement and usability of educational technologies in real classroom environments.

Their contributions were valuable in understanding how Educational Digital Storytelling (EDS) tools, such as the Interactive Storybook, could be integrated into existing teaching methods and curricula. Robin (2008) emphasises the importance of such integration for the successful use of new educational technologies, emphasising the importance of feedback from educators who are actively involved in the educational process. This feedback is key to understanding how the Interactive Storybook can facilitate a more social and collaborative learning environment, encouraging students to interact not only with the content but also with each other, enhancing the overall learning experience.

2.6.3 Balanced perspective

The selection and involvement of both educational researchers and educators in this study provided a balanced perspective, combining theoretical knowledge with practical classroom insights. This approach was important in keeping the findings of the study both academically grounded and practically relevant, making a meaningful contribution to the area of educational digital storytelling. The integration of different perspectives is in line with Onwuegbuzie and Leech’s (2005) recommendations for increasing the validity and reliability of qualitative research through triangulation.

2.7 Data collection and analysis process

2.7.1 Data collection timeframe and methodology

Data collection for this study was conducted over more than a six-month period, a duration determined based on proven practices in educational research, including data curation and analysis, as emphasised by Louis Cohen and Morrison (2007). This timeframe was considered acceptable for the completion of both surveys and the collection of a comprehensive dataset of responses. The data collection methodology was designed to secure the quality and reliability of the data, following the guidelines provided by Creswell and Creswell (2017) for conducting survey research in education.

2.7.2 Challenges in selecting and adapting the survey tool

Initially, the JISC online survey tool was used to design the surveys. However, in the autumn of 2023, the JISC online survey underwent a significant update that resulted in a substantial limitation in its features. The changes made it impossible to implement the original survey design as planned. As a result, the researcher used the 'Survey and Poll' tool as an alternative. This tool, designed to be easily integrated into web platforms, was embedded into the main research project website, where the pilot prototype was deployed. Switching to the 'Survey and Poll' tool was instrumental in maintaining the integrity of the survey design and providing efficient participant engagement. This method is in line with current methodological trends in research that prioritise accessibility and convenience for participants, a facilitating element that is increasingly recognised as a facilitator of participation, as demonstrated by Couper (2017) and Heerwegh (2009).

2.7.3 Thematic coding approach to data analysis

A thematic coding approach was used in data analysis to identify, analyse and interpret meaningful units within the data and organise them into coherent themes. This method, described in detail by Braun and Clarke (2021) and Kiger and Varpio (2020), involves a systematic yet flexible process of moving from data to ideas through creative coding. It is a widely used technique in qualitative research and is known for its effectiveness in identifying patterns and themes in complex datasets.

2.7.3.1 Systematic but flexible process

This approach is consistent with the concepts discussed by Braun and Clarke (2021), who detail the process of thematic analysis and outline its systematic approach while maintaining flexibility. In addition, Kiger and Varpio (2020) elaborate on the process of coding in thematic analysis, emphasising its role as a creative link between data collection and analysis and its importance in moving from data to ideas.

2.7.4 Coding process and theme generation

Initial codes were generated based on the key competencies and feedback sections mentioned in the surveys, following the coding procedures outlined by Elliott (2018). These codes were then carefully refined and organised into key themes. This process facilitated a comprehensive and sophisticated analysis of the feedback, providing a more in-depth understanding of participants' perspectives and insights, in line with the principles of reflexive thematic analysis outlined by Clark and Braun (2021) and Braun et al. (2023). Throughout the coding process, ongoing feedback was sought from the researcher's supervisor and peer group. This collaborative approach provided validity and reliability to the thematic analysis, identified potential biases and refined the initial codes into key themes, following Elliott's (2018) coding procedures.

Figure 3 illustrates a hierarchical coding structure resulting from the thematic analysis of feedback from UK researchers on digital storytelling skills (Braun and Clarke, 2006). The coding framework represents major themes (parent codes) and their associated sub-themes (child codes), providing a comprehensive overview of the key areas of focus identified in the study (Saldaña, 2021). This visual image demonstrates the multifaceted perspective of the researchers, encompassing aspects such as creativity, storytelling, critical thinking, digital literacy and collaboration (Robin, 2008, Niemi et al., 2018). The hierarchical structure facilitates a sophisticated understanding of the interrelationships between different competencies and their perceived importance in the context of digital storytelling education (Lambert and Hessler, 2018, Wu and Chen, 2020).

<Fig.4: Thematic analysis of feedback from UK researchers on digital storytelling skills>

Figure 4 illustrates the key themes identified from a thematic analysis of feedback provided by English school teachers on an interactive storybook tool. This coding framework represents the main areas of concern and interest indicated by educators in their evaluation of the tool (Braun and Clarke, 2019). The themes range from positive responses and user experience concerns, to potential applications in educational contexts and resource limitations. This structure provides valuable insights into the multifaceted perspectives of field educators on the integration of digital storytelling tools in classroom environments (Ertmer et al., 2012). The frequency counts associated with each theme provide a quantitative dimension to the qualitative data, providing a sophisticated understanding of the relative prominence of different aspects in educator feedback (Creswell and Clark, 2017). This analysis provides an important basis for refining the tool and developing implementation strategies that are responsive to the requirements and concerns of educators in the English school system (Burden and Kearney, 2017).

< Fig.5: Thematic analysis of English school teachers' feedback on an interactive storybook tool

2.7.5 Focus of analysis

The analysis of the collected data was carefully designed to identify patterns and trends in the responses, a key step in educational research. This focus is in line with the methods discussed by Cohen et al. (2002) who emphasise the importance of collecting practical insights from educators in order to meaningfully evaluate the impact of educational interventions. The use of thematic analysis in this study was imperative as it is a widely accepted technique for analysing complex qualitative data, as described by Braun and Clarke (2021).

2.7.5.1 Key areas of analysis and findings

This method facilitated a detailed exploration of potential areas for improvement in the interactive storybook. It also facilitated the identification of key elements that influence the potential effectiveness of Educational Digital Storytelling (EDS) in language learning. This approach is consistent with recent studies, such as those by Indriani and Suteja (2023) and Nikbakht and Neysani (2023), which emphasise the importance of digital storytelling in developing language skills, digital literacy and critical thinking in young and EFL learners. Such a comprehensive approach provides a broader perspective on the elements that contribute to the success of digital learning tools in educational environments.

2.7.6 Summary of the methodological approach

The methodology included both electronic data collection for efficiency and in-depth thematic analysis to provide insights into the effectiveness and potential for improvement of the Interactive Storybook and EDS tools in language learning. This approach is in line with Creswell and Creswell's (2017) recommendations for conducting mixed methods research in education.

3.Initial feedback and analysis of researchers and educators

3.1 Feedback of researchers

3.1.1 Results of the ranking task

The Delphi study conducted in the first round aimed to define the key competencies required for KS3 students in an Educational Digital Storytelling (EDS) environment. Invitation emails were sent to 54 academic experts in digital storytelling and education in the UK, and responses were received from 8 participants. This response rate is in line with typical Delphi studies, which often have a response rate of less than 10% (Hsu and Sandford, 2007).

The ranking task involved academic experts ranking the competencies identified in a preliminary survey. The rankings were then converted into scores, with the most important competency receiving 6 points, the second most important competency 5 points, and so on, with the least important competency receiving 1 point. The final rankings were determined on the basis of the total scores for each competency. The results of the ranking exercise are as follows

Storytelling skills (33 points)

Creativity (32 points)

Digital literacy (27 points)

Critical thinking (26 points)

Collaboration (25 points)

Reflective practice (25 points)

Although storytelling skills ranked first and creativity a close second, it is notable that the overall distribution of scores was relatively even across all competencies. This suggests that all identified competencies are considered important for KS3 students in an EDS environment, which is in line with the findings of previous studies emphasising the importance of various skills in digital storytelling (Robin, 2008, Niemi and Multisilta, 2016, Ohler, 2013).

The even distribution of scores also reinforces the interconnectedness of these competencies, as discussed by Falloon (2020), who emphasised the importance of combining different digital literacies to enhance educators' effectiveness in higher education contexts. This comprehensive approach to skills development is further supported by Wang et al. (2020b) who demonstrated the critical role of digital literacy in students' academic success and overall satisfaction during the pandemic.

<Fig.6: Ranking of key competences for KS3 students in the EDS context>

3.1.2 Analysis of coding results

The coding analysis of the researchers' opinions provided valuable insights into the competencies required for KS3 students in an Educational Digital Storytelling (EDS) environment. The main codes identified various aspects of each competency, emphasising its importance, challenges and relationships with other competencies.

Creativity:

In relation to creativity, the analysis identified its contextual features and the challenges in assessing its role and impact. The importance for a supportive environment to express creativity and its potential to act as a catalyst for other competences was also identified (Cremin et al., 2018). The multifaceted aspect of creativity in storytelling was also identified, in line with the findings of Ohler (2013) who discussed the importance of creativity in digital storytelling.

The thematic network analysis (Figure 6) visually represents the multifaceted nature of creativity in EDS, aligning with Glăveanu’s (2018) sociocultural perspective on creativity in education. This analysis reveals the complex interplay between creativity and other competencies, as well as the importance of environmental factors in fostering creative expression (Beghetto, 2019).

<Fig.7: Thematic network analysis of creativity in educational digital storytelling>

Storytelling skills:

The thematic network analysis (Figure 7) reveals the key importance of storytelling skills to the success of the project. The researchers emphasised the importance of avoiding stifling effects on these skills, in line with the findings of Niemi et al. (2018) on the value of creative freedom in digital storytelling. The analysis identified key elements of effective storytelling, including narrative coherence, logic, arc and characterisation (Alexander, 2017). The coding also indicated the importance of considering the focus and scope of the tool in relation to storytelling skills, reflecting Lambert and Hessler’s (2018) emphasis on customising digital storytelling approaches to specific educational contexts. In addition, the network emphasises the perceived importance of storytelling skills as fundamental tools for students and their relevance in the digital age, supporting Rossiter and Garcia’s (2010) argument for the continuing value of narrative in education.

<Fig.8: Thematic network analysis of storytelling in educational digital storytelling>

Critical thinking:

Critical thinking plays a fundamental role in shaping citizenship and strategically crafting narratives in the digital age. Researchers have proposed an adaptive approach to critical thinking that balances support and independence (Wegerif et al., 2015). This approach recognises the importance of student independence and creativity in the development of critical thinking skills (Paul and Elder, 2019).

The role of critical thinking in shaping citizenship is particularly important in the context of digital literacy. As students navigate complex online environments, they need to develop the ability to critically evaluate information and engage in responsible digital citizenship (Renee, 2010). This aligns with the concept of strategic storytelling, where critical thinking is key to analysing and creating meaningful narratives in different media formats (Dwyer et al., 2014).

The balance between support and independence in developing critical thinking skills could be critical for educators. While guidance is required, particularly in the early stages, it is equally important to enable students to develop autonomy in their critical thinking processes (Facione, 2011). This balance can be achieved through scaffolded learning experiences that gradually reduce support as students become more proficient in applying critical thinking skills in different contexts (Gelder, 2005).

The figure 8 depicts a conceptual map illustrating the interrelated aspects of critical thinking in education. It highlights the relationships between adaptive approaches, student autonomy, citizenship education and storytelling. Personal networks are represented, suggesting the social dimension of critical thinking development.

<Fig.9: Conceptual framework for integrating critical thinking in digital age education>

The difficulty of hierarchically competencies:

The coding analysis revealed significant challenges in hierarchically ranking skills, particularly in the context of digital literacy and storytelling. This difficulty stems from the complex interaction between different skills and the influence of personal context on how individuals engage with digital media (Eshet, 2004).

The impact of personal context on engagement with digital storytelling emerged as a critical element complicating the ranking process. Individual experiences, cultural backgrounds and prior knowledge significantly influence how learners interact with and create digital narratives (Robin (Robin, 2008), 2008). This variability makes it difficult to establish a universal hierarchy of skills, as the relative importance of different skills may vary according to personal circumstances and learning environments (Jenkins et al., 2009).

To address these challenges, researchers and educators might consider adopting a more flexible and context-sensitive approach to skills assessment. This could include the development of adaptive frameworks that take into account individual differences and the specific requirements of various digital storytelling tasks (Mishra & Koehler, 2006).

The below image represents a conceptual map illustrating the complexities surrounding the hierarchical ranking of digital storytelling literacies. It emphasises the links between personal context, the challenges of collaboration, and the requirement for more discussion in the assessment of skills. The diagram emphasises the multifaceted aspects of digital literacies and the difficulties in establishing a general ranking system.

<Fig.10: Challenges in hierarchical ranking of digital storytelling skills>

Reflective practice:

Reflective practice emerged as a key element of youth development, closely linked to critical thinking and digital literacy skills. The analysis revealed that reflective practices serve multiple purposes: promoting introspection, facilitating self-examination, and motivating improvement (Schon, 1984). However, researchers emphasise the importance of a balanced approach and caution against excessive introspection, which can inhibit action and progress (Finlay, 2008).

The intersection of reflective practice with critical thinking and digital literacy is particularly noteworthy in the context of contemporary education. As young people navigate complex digital environments, the ability to critically reflect on their interactions and creations becomes increasingly important (Buckingham, 2015). This link between skills supports the development of digital citizenship and enhances learners' ability to engage thoughtfully with online content (Jenkins, 2009).

Researchers suggest that documenting reflective practice is a valuable strategy for enhancing learning and skills development. This documentation process can take various forms, from digital portfolios to reflective journals, providing tangible evidence of growth and facilitating metacognitive awareness (Moon, 2013). However, the analysis also identified challenges in identifying skills within reflective practices, suggesting a role for more structured approaches to guide learners in recognising and articulating their developing competencies (Boud et al., 2013).

The coding findings emphasise the importance of embedding reflective practice within pedagogical frameworks, particularly those focused on digital literacy and storytelling. By facilitating a culture of reflection that balances introspection with outward-looking action, educators can support comprehensive youth development that prepares learners for the complexities of the digital age (Mezirow, 1991).

The image depicts a conceptual map illustrating the multifaceted role of reflective thinking in youth development. It emphasises the links between reflective practices, critical thinking, digital literacy and personal development. The figure emphasises the balance between introspection and action, and the importance of documentation in the reflective process.

<Fig.11: The role of reflective thinking in youth development and digital literacy>

Digital literacy:

Digital literacy has emerged as a critical skill, particularly in the context of lifelong learning and the rapidly evolving technological landscape. The analysis revealed that digital literacy is not just an isolated skill, but part of a broader set of competencies required to navigate the current world (Gilster and Glister, 1997, Lankshear and Knobel, 2008).

Research emphasises the importance of digital literacy for the use of AI and current technologies, emphasising its role in preparing individuals for future challenges and opportunities (Niemi and Multisilta, 2016). This relationship reinforces the importance for education systems to continuously adapt their digital literacy curricula to keep pace with technological advances (Ala-Mutka, 2011).

A key finding is the requirement for a balance between textual and visual elements in digital literacy education. This balance reflects the multimodal aspects of digital communication and information presentation in contemporary digital environments (Kress, 2003). Supporting text with images emerged as an important aspect, suggesting that effective digital literacy instruction should incorporate different media formats to enhance comprehension and engagement (Jewitt, 2008).

The analysis also identified individual differences in levels of digital literacy, suggesting the rationale for personalised approaches to digital literacy education. This variability challenges the expectation of a single level of digital literacy at particular stages of education, such as Key Stage 3 (KS3), and suggests the importance of flexible, adaptive learning pathways (Bennett et al., 2008).

It also places digital literacy in the context of lifelong learning, emphasising its continuing relevance beyond formal education. This perspective is in line with the rapidly changing aspect of digital technologies and the importance for continuous skills development throughout life and careers (Eshet, 2004). The image provides a conceptual map that illustrates the multifaceted aspects of digital literacy and its interconnections with various educational and technological aspects.

<Fig.12: The multidimensional approach to digital literacy in contemporary education>

Collaboration:

The analysis emphasised the relevance of multiple perspectives on collaboration, particularly in the context of digital storytelling and future employability. Researchers indicated that collaborative skills are increasingly valued in the workplace and are necessary for career preparation (Binkley et al., 2012). This is in line with the growing recognition of collaboration as a key skill for the 21st century (Dede, 2010).

However, the study also revealed challenges in implementing effective collaboration, particularly in digital environments. The ambiguity of active collaboration in digital storytelling emerged as a primary concern, suggesting the potential benefit of clearer guidelines and expectations in collaborative digital projects (Dillenbourg, 1999). In addition, researchers raised concerns about the potential for bullying in collaborative contexts, emphasising the role of creating safe and inclusive digital spaces for learners (Kowalski et al., 2014).

To address these challenges, research has emphasised the role of empathy and perspective taking in facilitating effective collaboration. These skills are important for navigating diverse perspectives and creating a positive collaborative environment (Niemi et al., 2018). Research has also cautioned against hyper-individualism in collaboration, placing emphasis on the balance between individual contributions and group cohesion (Bruffee, 1999).

The pros and cons of diverse perspectives in collaboration were acknowledged, reflecting the complex landscape of collaborative work. While diversity can enhance creativity and problem solving, it can also lead to conflict if not managed effectively (Jehn et al., 1999). This supports the value of developing students' skills in negotiating different viewpoints and finding shared interests.

<Fig.13: The Complexities of collaboration in digital storytelling and 21st century education>

3.1.3 Researchers' main concerns and issues

The coding analysis of the researchers' responses revealed several key concerns and issues related to the competencies required for KS3 students in an Educational Digital Storytelling (EDS) environment. These concerns provide valuable insights into the potential challenges and considerations for implementing EDS in the classroom.

One of the key issues raised was the potential for collaboration to lead to bullying and disclosure of abuse (P13W). This concern emphasises the requirement for careful monitoring and mediation of collaborative activities in EDS environments to secure a safe and inclusive learning experience for all students (Niemi and Multisilta, 2016). Researchers have also noted that diverse perspectives in collaboration can be both productive and potentially disruptive (P13W), emphasising the importance of facilitating respectful and supportive collaborative environments (Basilotta Gómez-Pablos et al., 2017).

<Fig.14: P13W's responses in 1st Delphi survey using MAXQDA's summary grid>

In terms of digital literacy, while some researchers suggested that KS3 students probably have the required foundation for EDS (P3C), others cautioned against assuming that all young learners are confident with digital tools (P5G). This variation emphasises the importance of assessing and considering individual differences in students' digital literacy skills (Sefton-Green et al., 2016).

Critical thinking was identified as a key skill, with researchers emphasising the requirement for an evolving framework that facilitates adaptability (P14H). However, concerns were raised about the prioritisation of STEM subjects over the arts and humanities, which could inhibit the development of critical thinking and hinder informed citizenship (P1S). This issue emphasises the importance of a balanced curriculum that supports critical thinking skills across a range of subjects (Wegerif et al., 2015).

Researchers also emphasised the value of reflective practices, but cautioned against excessive introspection (P14H). This suggests the case for structured and purposeful reflective activities that promote self-awareness and growth without overwhelming students (Coulson and Harvey, 2013).

<Fig.15: P14H's responses in 1st Delphi survey using MAXQDA's summary grid>

Ultimately, the role of creativity in EDS was discussed, with researchers suggesting that while creativity is important, it does not guarantee alignment with other competencies (P13W). Encouraging risk-taking and overcoming fear of failure were identified as key elements in supporting creative expression, particularly in KS3 children (P1S). This reinforces the requirement for a supportive and challenging environment that values creativity and encourages students to take risks in their learning (Cremin et al., 2018).

<Fig.16: P3C's responses in 1st Delphi survey using MAXQDA's summary grid>

3.1.4 Synthesis of participants' perspectives

The participants' insights provide a comprehensive and sophisticated understanding of the competencies required for KS3 students in an Educational Digital Storytelling (EDS) environment. While each participant provided unique insights, several common themes emerged across their perspectives.

One of the main themes was the interconnectedness of the competencies (P14H, P1S). Participants emphasised that competencies should be considered as an integrated group of skills rather than a hierarchical structure (Katerina Ananiadou and Claro, 2009). This perspective is consistent with the idea that EDS requires a comprehensive approach to skills development, as the competencies interact to support effective learning and storytelling (Niemi et al., 2018).

Creativity emerged as a fundamental skill that facilitates the effective use of other competencies (P14H, P7Q). Participants emphasised the importance of providing a supportive environment for the expression of creativity (P1S), as it can be suppressed by social pressures, particularly among KS3 students (Cremin et al., 2018). However, some participants mentioned the potential conflict between encouraging creative thinking and fulfilling specific competency elements (P13W), emphasising the fact that a balanced approach is required to support creativity in EDS (Ohler, 2013).

Digital literacy was recognised as a critical competency for navigating and expressing oneself in the contemporary environment (P1S). While some participants assumed that KS3 students already had basic digital literacy skills (P3C), others cautioned against overestimating young learners' digital competence (P5G). This difference illustrates the importance of assessing and addressing individual differences in students' digital literacy (Sefton-Green et al., 2016).

Storytelling skills were considered fundamental to the success of EDS (P5G, P9S), with participants emphasising the importance of narrative coherence, character consistency and logical progression (P13W). The role of critical thinking in planning and organising stories was also mentioned (P5G), suggesting that analytical thinking supports narrative integrity (Lipman, 2003).

Collaboration was regarded as a valuable skill that enhances professional careers and personal fulfilment by bridging different perspectives (P1S). However, some participants questioned the assumption that digital storytelling is inherently collaborative (P5G) and raised concerns about the potential for bullying in collaborative environments (P13W). These concerns emphasise the importance of careful monitoring and moderation of collaborative activities in EDS (Basilotta Gómez-Pablos et al., 2017).

Reflective practice was recognised as important for developing self-awareness and supporting personal growth (P14H, P1S). However, participants advised against excessive engagement in reflection, which can lead to unproductive self-absorption (P14H). This suggests the importance of structured and purposeful reflection activities that promote self-awareness without overwhelming students (Coulson and Harvey, 2013).

In conclusion, the synthesis of participants' perspectives reveals the complex and interrelated nature of the competencies required for EDS. The findings reinforce the necessity for a comprehensive, balanced and individualised approach to competence development in EDS, taking into account the unique challenges and opportunities presented by the medium of digital storytelling.

3.1.5 Implications and insights from the initial survey results

3.1.5.1 Core competencies in EDS for language development

The initial survey results indicated a number of key competences that are considered to be fundamental in the Educational Digital Storytelling (EDS) environment for the development of KS3 students' language skills. These competencies, identified as important for language learning in a digital context, are consistent with the findings of Smeda et al. (2014) and Robin (2016), who emphasise the use of multimedia tools to create stories that enhance the learning experience. This approach is in line with constructivist learning theories that focus on authentic contexts and the social dimensions of learning (Vygotsky and Cole, 1978, Kim, 2014), which are important for the development of language skills in the EDS environment.

3.1.5.2 Digital literacy and storytelling in EDS

The competencies identified, including digital literacy, storytelling skills, critical thinking, collaboration, creativity and reflective practice, reflect the multifaceted approach to language learning discussed by Niemi and Multisilta (2016) and Ohler (2013). Niemi and Multisilta (2016) emphasise the importance of developing digital literacy in learners, which includes competencies such as creative thinking, critical thinking, learning to learn, communication, collaboration and social responsibility. They emphasise that digital literacy extends beyond just computer use and includes a range of skills necessary for effective online searching, content creation, problem solving, communication, collaboration and safe online behaviour. This is consistent with the concept of supporting a range of skills beyond traditional literacy in an EDS language learning environment. In addition, Ohler (2013) provides insights into how storytelling activities can support literacy and digital literacy in language learning, discussing how technology in storytelling can make content more understandable and engaging for learners, while emphasising the importance of digital literacy in the digital age.

3.1.5.3 Emphasising a balanced approach in the EDS

Feedback from researchers emphasised the need for a balanced approach to the development of language skills within the EDS framework. This perspective is consistent with the findings of Yang and Wu (2012) and Kimbell-Lopez et al. (2016), who explore how exposure to and engagement with ICT multimedia can influence learners' fluency in language use and expression. These studies support the view of integrating different skills for comprehensive language development in digital learning environments.

3.1.5.4 The importance of digital literacy and storytelling skills in EDS

Digital literacy and storytelling skills were frequently emphasised as basic elements, reflecting the views of Robin (2008) and Alexander (2017). Robin (2008) focuses on the use of digital technology in educational programmes, and discusses an innovative approach to digitally supported contextualised storytelling. The study reinforces the importance of digital literacy in education and provides insights into effective activities using ICT tools. This is consistent with the current study's emphasis on the role of digital literacy and storytelling in educational contexts.

3.1.5.5 The role of reflective practice in learning

The focus on reflective practice in consolidating learning and facilitating metacognition is supported by several research projects which argue that reflection is a key component in enhancing students' understanding and cognitive processes. For instance, Coulson and Harvey (2013) emphasise that teaching metacognition and self-regulation through structured reflection helps students to become better learners. This process involves focusing on the act of learning itself, and managing one's emotions and behaviours to maintain focus and attention. Such practices can increase students' motivation and resilience, leading to more effective learning strategies. In addition, Michalsky and Kramarski (2015) support the integration of reflective practices in learning, suggesting that reflection contributes to the development of metacognitive and social-emotional skills, such as self-awareness and self-regulation. Activities such as blogging, digital storytelling and mind-mapping are identified as effective tools for supporting reflection, enabling students to reflect on their learning, identify new aims and develop strategies for improvement, which are fundamental to lifelong learning.

3.1.5.6 Integrating skills for enhanced learning

The researchers in this study suggested that these skills should not be considered in isolation, but as interrelated elements that combine to enhance students' language skills and overall learning experience. This comprehensive approach to skills development is further supported by Falloon’s (2020) study, which demonstrates the importance of combining different digital literacies to enhance teacher effectiveness in higher education environments. In addition, Wang et al. (Wang et al., 2020a) focused on the role of digital literacy during the pandemic, specifically examining self-efficacy and its relationship with student satisfaction, withdrawal intention and grade point average (GPA). This study supports the view that digital literacy plays a critical role in students' academic success and overall satisfaction.

3.1.5.7 Study limitations

It is important to acknowledge the limitations of this study in order to provide a balanced perspective on the findings. The relatively small sample size (n=8) of the initial survey limits the generalisability of the findings (Faber and Fonseca, 2014). The focus on UK-based researchers may limit the applicability of the findings to other educational contexts (Bray et al., 2014). In addition, the potential for self-selection bias among participants should be considered, as those with a particular interest in EDS may have been more likely to respond to the survey (Bethlehem, 2010). These limitations do not invalidate the findings of the study, but suggest the potential need for further research with larger, more diverse samples to confirm and extend these initial findings.

3.2 Schoolteacher feedback on the pilot prototype

3.2.1 Methodological adaptations in data collection

Initial data collection challenges:

In the early stages of this research project, which aimed to collect detailed feedback from secondary school teachers in England, the primary method of data collection was an online survey distributed via official school email addresses. However, this approach resulted in a lower than expected response rate, requiring a re-evaluation and modification of the data collection strategy. This challenge is consistent with the findings of Dillman et al. (2014) who indicated that email surveys in educational contexts frequently result in low response rates due to the high volume of emails that educators receive on a daily basis.

Adapting the data collection strategy:

To address this issue, a more proactive and accessible approach was taken by designing and distributing inviting tri-folded flyers. These flyers provided concise information about the research project and included a QR code that linked directly to the survey, making it more convenient for potential participants to access and complete the survey. The use of visual tools such as tri-fold flyers has been proven to increase respondent participation in educational research (McCrudden and Schraw, 2007). This strategy was implemented to improve accessibility and encourage participation, as it enabled respondents to interact with the survey immediately and on the move, as opposed to the more formal and easily overlooked email invitations.

Addressing privacy concerns:

During the process of distributing tri-fold flyers, some educators raised concerns about privacy and reluctance to share identifiable information. To alleviate these concerns and maintain ethical compliance, the survey was modified to remove the requirement for participants to provide their name and email address. Instead, non-identifiable demographic information was collected, such as geographical area, employment and approximate age. This change is in line with the recommendations of Singer (2003) who emphasises that providing anonymity to participants can significantly increase response rates, particularly in sensitive areas of research. This adaptation was critical to increasing participation while maintaining ethical standards and respecting participants' privacy.

Methodological flexibility in educational research:

The methodological adaptation described above emphasises the importance of flexibility and responsiveness in research, particularly when conducting research with human participants. As Maxwell (2012) argues, adaptability is a key component of qualitative research, particularly in the rapidly evolving landscape of educational contexts. It is important to be aware of potential biases that may arise from such adaptations, such as the potential impact of flyer distribution on participant demographics. These considerations were taken into account during the analysis phase of the research.

Implications of a modified data collection approach:

Although the feedback obtained through this modified approach lacks specific personal identifiers, it still provides valuable insights into the perspectives and experiences of secondary school teachers in England regarding the feasibility of implementing the Interactive Storybook in a school environment. However, it is important to recognise the potential limitations to generalisability due to the modifications made to the data collection methods. Patton (2014) suggests that even data without personal identifiers can provide meaningful insights into educational trends and teacher perspectives. The insights from this study will be carefully integrated and contextualised within the broader research framework, contributing to the overall findings and conclusions of the project.

Acknowledging potential sampling bias:

In addition to the challenges and adaptations outlined above, it is worth noting that the distribution of flyers may have introduced a potential sampling bias. As the flyers were distributed in specific geographical locations, such as the South West of England, the sample of participants may not be fully representative of the wider population of secondary school teachers in England. This limitation should be acknowledged and taken into account when interpreting the results and drawing conclusions from the data (Etikan et al., 2016).

Balancing limitations and contributions:

Despite these limitations, the adapted data collection approach demonstrated the researcher's commitment to ethical research practice and ability to respond to challenges in the research process. The findings from this study, while not comprehensive, contribute to a further understanding of teachers' perspectives on the integration of interactive educational tools in the classroom. Future research could build on these findings by using more comprehensive sampling methods and exploring the long-term implications of implementing such tools in educational contexts.

<Fig.17: Tri-fold flyer for school teachers' feedback on interactive storybook>

3.2.2 Thematic analysis of educator feedback

The coding analysis of the educators' feedback provided valuable insights into their perceptions and experiences with the Interactive Storybook. The main codes identified various aspects of the tool's usability, engagement, curriculum integration and feasibility in educational environments.

3.2.2.1 Positive reactions and impressions

Overall, educators expressed positive reactions to the Interactive Storybook, with feedback focusing on three main areas:

Innovation and design: Teachers were impressed with the innovative approach of the interactive story (e03), indicating an appreciation for new educational tools. This is consistent with research suggesting that cutting edge digital resources can enhance student engagement and learning outcomes (Dwyer, 2016).

Navigation and usability: Positive feedback was received on aspects of design and navigation. In particular, educators appreciated 'the clearly defined links to further areas of study' and 'the use of colour to block out sections of the page to help segment the information presented - making it less imposing and easier to navigate' (0f6). This feedback supports the importance of user-friendly interfaces in educational technology (Faghih et al., 2014).

Content and resources: Educators found value in the content, with one remarking, "I enjoyed the topic" (b32). They also appreciated the 'usefulness of external resources to support vocabulary', with one teacher stating, 'The links to external resources to support vocabulary understanding is also very useful' (0f6). This positive response to supplementary materials is consistent with research on the benefits of multimodal learning resources (Mayer, 2002).

These positive responses suggest that the Interactive Storybook effectively incorporates elements that educators find valuable for potential classroom implementation. However, further research would be needed to assess its long-term impact on student learning outcomes.

<Fig.18: Positive reactions and impressions from educator feedback>

3.2.2.2 Areas for improvement

While educators generally responded positively to the Interactive Storybook, they also identified several areas for improvement:

Accuracy and appropriateness of AI content: Some educators expressed concerns about the accuracy and appropriateness of the AI-generated content. One teacher noted, "Some of the websites that use AI did not seem to be completely accurate or appropriate for the material" (B32). This emphasises the importance of careful curation and verification of AI-generated educational content, a concern reflected in recent literature on AI in education (Zawacki-Richter et al., 2019).

Navigation and content structure: Feedback indicated a concern for improved navigation and content organisation. One educator suggested that "maybe it needs to be broken down into more user-friendly sections ... so you're not wandering and wandering and wandering" (B32). This is consistent with research emphasising the role of intuitive navigation in digital learning environments (Lim et al., 2021).

Improving the user experience: Overall feedback points to a requirement for improved user experience, particularly in terms of content segmentation and ease of navigation. This reflects the growing emphasis on user-centred design in educational technology (Karampelas, 2020).

These areas for improvement provide valuable insights for refining the Interactive Storybook. Addressing these issues could enhance its effectiveness as an educational tool and increase its adoption by educators.

<Fig.19: Areas for improvement identified in educator feedback>

3.2.2.3 Potential distractions and challenges

While the Interactive Storybook provides interesting learning opportunities, educators expressed concerns about potential distractions that could affect its effectiveness:

Student focus: A key concern raised was the potential for students to be distracted from the main educational objectives. As one educator noted, 'it might be difficult with students, so they might get distracted from the main focus' (0f6). This is consistent with research on the double-edged nature of technology in education, where engaging features can sometimes distract from learning objectives (Bulman and Fairlie, 2016).

Cognitive load: the interactive features of the tool, while engaging, may raise challenges in terms of managing students' cognitive load. This concern reflects ongoing discussions in educational technology about balancing interactivity with focused learning (Mayer and Moreno, 2003).

Classroom management: The potential for distraction raises questions about effective classroom management strategies when implementing such interactive tools. This reflects findings on the requirement for customised pedagogical approaches when integrating digital technologies in the classroom (Tondeur et al., 2017).

These concerns reinforce the importance of designing educational technologies that balance engagement with purposeful learning. Future iterations of the Interactive Storybook could benefit from features that help direct students' attention and support educators in managing potential distractions.

<Fig.20: Potential distractions and challenges identified by educators>

3.2.2.4 User experience and interface design

The feedback from educators revealed several positive aspects of the user experience and interface design of the Interactive Storybook:

Ease of navigation: Educators reported that the tool was "technically easy to navigate for the intended age group, as links are well defined and information is broken down into bite-sized chunks" (0f6). This is consistent with best practice in educational technology design, which emphasises the importance of age-appropriate navigation (Falloon, 2013).

Clarity of interface: The clarity of the user interface was particularly noted, with one educator stating that "the icons are clear and it's obvious what you're clicking on" (B32). This reflects the importance of intuitive design in educational software, which can have a significant impact on learning outcomes (Nokelainen, 2006).

Accessibility of content: The immediate accessibility of content was emphasised as a positive feature. One educator commented: "The instructions are very easy to follow and the content appears immediately. Some of my students have short attention spans and they like to see the content immediately - as opposed to waiting for the content to load' (B32). This aspect responds to the requirement for engaging and quickly accessible content, particularly for students with attention issues (Zheng and Warschauer, 2015, Mayer, 2014).

These findings suggest that the design of the Interactive Storybook successfully incorporates key principles of user-centred design for educational technology. The tool's ability to present information in manageable units, provide clear navigation, and provide immediate access to content aligns well with the desires of both educators and students.

<Fig.21: Educator feedback on user experience and interface>

3.2.2.5 Engagement and content appropriateness

The feedback from educators revealed several positive aspects regarding the level of engagement and content appropriateness of the Interactive Storybook:

Age-appropriate content: Educators remarked on the appropriateness of the vocabulary, images and quizzes for the target age group. One teacher commented: "With the use of the vocabulary, the pictures and the quiz, it is quite good for this age group I would say" (E03). This is consistent with research emphasising the importance of age-appropriate content in educational technology (Hirsh-Pasek et al., 2015).

Engagement through multimedia: The use of different multimedia elements was emphasised as a strength. One educator observed, 'There are some things that might help to keep their attention (such as the embedded video clips)' (0f6). This finding supports the multimedia principle in instructional design, which suggests that people learn more from words and pictures than from words alone (Mayer, 2014).

Content length and student interest: The brevity and structure of the content was considered beneficial for maintaining student engagement. As one educator stated, "I found that the content would have kept my students engaged and interested because it was all very short. They would not have lost interest" (B32). This is consistent with research on optimal content segmentation for digital learning materials (Chen and Wu, 2015).

These findings suggest that the Interactive Storybook effectively incorporates key principles of engagement and age-appropriate content design. The tool's use of multimedia elements, appropriate vocabulary and concise content structure appear to be suitable for maintaining student interest and facilitating learning.

<Fig.22: Educator feedback on engagement and content appropriateness>

3.2.2.6 Navigation and linking

Intuitive navigation and accurate linking:

Educators reported that the content was intuitive to navigate, with links leading to the expected content based on their labels and headings. One educator noted: "All the links led to the exact content I would have expected based on the links and headings" (B32). This alignment between educators' expectations and actual content is important for efficient use of educational resources and can lead to increased cognitive absorption when using technology (Agarwal and Karahanna, 2000).

Suggestion for enhanced content structure:

Some educators suggested that navigation could be improved if the overall 'storybook' structure was extended over more pages. One schoolteacher commented: "If the overall 'storybook' was on more pages, I feel it would be a bit easier to navigate" (B32). This feedback suggests a potential preference for a more detailed content structure that could improve the findability and orientation of information within the site, which would be particularly beneficial for educators searching for specific learning materials (Lazar et al., 2017).

Scope for optimising navigation:

While the current navigation system appears to satisfy basic usability standards for educational purposes, there is potential for optimisation. Implementing a comprehensive site map, improving thread navigation, or introducing a more sophisticated search feature designed for educational content could address educators' suggestions and further improve their overall navigation experience (Nielsen, 1994).

The need for diverse usability testing:

It is important to note that navigation preferences may vary between different groups of educators. Therefore, conducting usability testing with a diverse group of teachers from different grade levels and subject areas and using techniques card sorting (users group and categorise content items) or tree testing (users try to find items within a proposed site structure) could provide more detailed insights to adapt the navigation structure to the specific requirements of educators (Krug, 2000). In addition, considering cognitive load theory in the design of educational websites can help optimise the learning experience for both educators and learners (Plass et al., 2010).

<Fig.23: Educators' feedback on navigating and linking to educational websites>

3.2.2.7 Content relevance and enrichment

Variety of content for learner engagement:

Educators appreciated the variety of content in the storybook. One educator commented, "I liked the pictures and the content was varied. It would appeal to many different learning styles" (B32). This is consistent with the principle of Universal Design for Learning (UDL), which emphasises the importance of providing multiple means of engagement to accommodate diverse learner requirements (CAST, 2018).

Relevance to the core curriculum:

Feedback emphasised the importance of keeping app content relevant to the core Key Stage 3 (KS3) curriculum. However, a critical observation was made: "but they may not necessarily be fully relevant to the content they need to understand" (0f6). This points to the ongoing challenge of balancing engaging content with curriculum requirements, a concern reflected in educational technology research (Luckin et al., 2012).

Responding to various learning styles:

The positive reception of varied content that appeals to various learning styles reflects an understanding of the different cognitive approaches that students may use. While the concept of learning styles has been debated in educational psychology, the provision of diverse content formats can support cognitive flexibility and engagement (Pashler et al., 2008).

Teacher-informed ideas for improvement:

To further improve content relevance and engagement based on educator feedback, the principal investigator would consider:

-Regularly updating content to align with curriculum changes.

-Incorporating adaptive learning technologies to personalise content delivery based on individual student progress and requirements (Holmes et al., 2018).

-Collaborating closely with educators to balance engaging content with curriculum relevance (Penuel et al., 2015).

-Implement features that enable educators to customise content to their specific classroom demands (Kali et al., 2015).

-Developing a system for continuous feedback from educators to iteratively improve the content and features of the app (Roschelle et al., 2006).

By addressing these issues, the interactive storybook can better serve its purpose of engaging a wide range of learners while maintaining strong relationships with core educational objectives.

<Fig.24: Teacher feedback on content relevance and improvement for the interactive storybook>

3.2.2.8 Application and research in education

Versatility in language and literature modules:

Educators identified several applications for the pedagogical tool in language and literature modules. One teacher noted: "It could also be used for language modules focusing on speech, storytelling or even persuasion or balanced argumentation" (0f6). This observation is consistent with research on multimodal literacy practices in digital environments (Jewitt, 2008) and suggests the potential of the tool to enhance different aspects of language learning.

Bridging classroom and home learning:

Feedback emphasised the potential of the tool to support classroom learning across traditional boundaries. As one teacher commented, "The book could be used at home to support classroom learning on the chosen text" (0f6). This perspective reflects the concept of blended learning, which emphasises the integration of formal and informal learning environments (Wong and Looi, 2011).

Guided exploration in the classroom:

Educators emphasised the value of structured exploration in the classroom. One suggestion was that 'students could be given the opportunity to explore first in a guided classroom context with specific goals to explore (e.g. vocabulary knowledge or story arcs)' (0f6). This approach is consistent with the principles of scaffolded instruction, which have been suggested to improve student engagement and learning outcomes (Van De Pol et al., 2010).

Implications for educational practice:

Feedback from educators suggests several key implications for the integration of this educational tool:

-Curriculum Alignment: Developers could make sure that the content and features of the tool are closely aligned with the curriculum objectives of various language and literature modules (Penuel et al., 2014).

-Flexible usage models: The tool could be designed to support both classroom activities and independent learning at home, and to facilitate a transition between these contexts (Lai and Hwang, 2016).

-Customisable exploration: Including features that enable educators to establish specific exploration goals or learning pathways could enhance the tool's effectiveness in guided classroom environments (Walkington and Bernacki, 2020).

-Professional development: Training programmes for educators could be considered to maximise the potential of the tool in diverse teaching contexts and learning objectives (Darling-Hammond et al., 2017).

By addressing these issues, the tool can better serve as a versatile resource for language and literature learning, supporting both teacher-led and student-centred learning approaches.

<Fig.25: Educational applications and research: Educators' perspectives on classroom integration>

3.2.2.9 Improving the learning experience

Curriculum alignment and learning objectives:

Educators emphasised the importance of aligning the Interactive storybook with existing curricula. As one educator noted, "This style of exploring a text fits with my current curriculum and class learning objectives" (B32). This adaptation is important for effective technology integration in education (Ertmer & Ottenbreit-Leftwich, 2010).

Multimodal learning approach:

The multimodal features of the application were appreciated by educators. One teacher commented, "Seeing and hearing the text is a valuable tool for many of my learners, rather than just reading" (B32). This is consistent with research on multimodal learning, which suggests that combining visual and auditory information can enhance comprehension and retention (Moreno & Mayer, 2007).

Revision and review tool:

The potential of the application as a revision tool was emphasised: "The storybook style would be of great benefit to my learner during revision periods" (B32). This feature supports the concept of spaced repetition, which has been suggested to improve long-term retention of information (Kang, 2016).

Self-paced learning and learner autonomy:

Educators appreciated the application's ability to facilitate self-paced learning. As one educator observed, "They were able to explore sections at their own pace and watch or read content that they found engaging" (B32). This is consistent with theories of self-regulated learning which emphasise the importance of learner autonomy in educational contexts (Zimmerman, 2008).

Benefits for SEN students and flexible learning:

The potential of the application to support students with special educational needs (SEN) was noted: "I have some SEN students who do not attend school full time. This type of material would be beneficial for this type of learner" (B32). This reflects the growing emphasis on inclusive education and the requirement for flexible learning resources (Florian & Black-Hawkins, 2011).

Suggestions for improvement:

Progress tracking: Educators suggested implementing a feature to track student progress: "I would like a space where they can tick or mark when they have explored that section of content" (B32). This is in line with the importance of formative assessment in educational technology (Shute & Kim, 2014).

Independent learning support: The potential of the application for homework and independent learning was recognised: "Much of this content could be easily found by my students without the need for such instructions" (B32). This supports the trend towards blended learning approaches in education (Graham, 2013).

In conclusion, the feedback from classroom teachers emphasises the potential of educational applications to enhance the learning experience through curriculum alignment, multimodal presentation, flexible pacing and support for diverse learner support strategies. Future development should focus on incorporating progress tracking features and further supporting independent learning to maximise the educational impact of the application.

<Fig.25: Educational applications and research: Educators' perspectives on classroom integration>

3.2.2.9 Improving the learning experience

Curriculum alignment and learning objectives:

Educators emphasised the importance of aligning the Interactive storybook with existing curricula. As one educator noted, "This style of exploring a text fits with my current curriculum and class learning objectives" (B32). This adaptation is important for effective technology integration in education (Ertmer & Ottenbreit-Leftwich, 2010).

Multimodal learning approach:

The multimodal features of the application were appreciated by educators. One teacher commented, "Seeing and hearing the text is a valuable tool for many of my learners, rather than just reading" (B32). This is consistent with research on multimodal learning, which suggests that combining visual and auditory information can enhance comprehension and retention (Moreno & Mayer, 2007).

Revision and review tool:

The potential of the application as a revision tool was emphasised: "The storybook style would be of great benefit to my learner during revision periods" (B32). This feature supports the concept of spaced repetition, which has been suggested to improve long-term retention of information (Kang, 2016).

Self-paced learning and learner autonomy:

Educators appreciated the application's ability to facilitate self-paced learning. As one educator observed, "They were able to explore sections at their own pace and watch or read content that they found engaging" (B32). This is consistent with theories of self-regulated learning which emphasise the importance of learner autonomy in educational contexts (Zimmerman, 2008).

Benefits for SEN students and flexible learning:

The potential of the application to support students with special educational needs (SEN) was noted: "I have some SEN students who do not attend school full time. This type of material would be beneficial for this type of learner" (B32). This reflects the growing emphasis on inclusive education and the requirement for flexible learning resources (Florian & Black-Hawkins, 2011).

Suggestions for improvement:

Progress tracking: Educators suggested implementing a feature to track student progress: "I would like a space where they can tick or mark when they have explored that section of content" (B32). This is in line with the importance of formative assessment in educational technology (Shute & Kim, 2014).

Independent learning support: The potential of the application for homework and independent learning was recognised: "Much of this content could be easily found by my students without the need for such instructions" (B32). This supports the trend towards blended learning approaches in education (Graham, 2013).

In conclusion, the feedback from classroom teachers emphasises the potential of educational applications to enhance the learning experience through curriculum alignment, multimodal presentation, flexible pacing and support for diverse learner support strategies. Future development should focus on incorporating progress tracking features and further supporting independent learning to maximise the educational impact of the application.

<Fig.27: The critical role of teacher training and conceptual understanding in the implementation of educational technology>

3.2.2.11 Improving user experience and interaction

The analysis of teacher feedback reveals several key areas for improving the user experience and interaction in the storybook tool.

Progress tracking:

Educators expressed a desire for a feature that would enable students to mark their progress through the storybook. One teacher noted, "I would like to see a way for students to mark that they have watched or explored a section of the storybook" (B32). Implementing such a feature could increase student engagement and self-regulation, which is consistent with research on the benefits of progress monitoring in digital learning environments (Winne and Hadwin, 2013).

Interactive learning checks:

There was a clear desire for more frequent, brief assessments throughout the storybook. One teacher suggested, 'I would like to see a few more short quizzes or learning 'checks' to make sure students are interpreting the text correctly and exploring the text' (B32). This is in line with the principles of formative assessment and retrieval practice, which have been demonstrated to improve learning outcomes (Roediger and Karpicke, 2006).

Format and length considerations:

Feedback indicated a preference for shorter content formats. One educator commented: 'My students would use this if it was in a shorter format' (B32). This suggests a requirement to balance comprehensive content with user-friendly, digestible segments, reflecting research on the optimal length of content for digital learning materials (Guo et al., 2014).

<Fig.28: Educator feedback on usability and interaction features of the Storybook>

3.2.2.12 Feasibility assessment and integration

The analysis of respondents' feedback on the feasibility of integrating the storybook tool into existing school environments reveals a mostly positive perspective.

Technology readiness:

The educators reported a high level of technology use in their schools, with one educator stating, "In our school we use a lot of technology. The students are used to it and are comfortable with technology in their learning" (b32). This is consistent with recent trends in the adoption of educational technology and students' digital literacy (Bulman and Fairlie, 2016). The existing comfort with technology suggests a favourable environment for the introduction of new digital learning tools.

Perceived ease of integration:

Educators expressed confidence in the integration potential of the platform. As one educator remarked, "The storybook could easily be shared with our students using the technology we already have in place" (b32). This perception of compatibility with existing systems is important for successful technology integration in education (Tondeur et al., 2017).

Overall feasibility:

The general consensus among educators was positive about the feasibility of the storybook. Comments such as 'it is feasible to use this in our school' (b32) and 'it is quite feasible to integrate and should not be a problem to achieve within the teaching environment' (e03), indicate a high level of perceived feasibility. This is consistent with research on the factors that influence technology adoption in schools (Buabeng-Andoh, 2012).

Implications for implementation:

The positive assessment of implementability suggests that the storybook has the potential for widespread adoption. However, it is important to consider that technology integration frequently requires more than technical compatibility. Elements such as professional development, support from school leadership, and alignment with curriculum objectives also have a critical role to perform (Kopcha, 2012).

<Fig.29: Teachers' perspectives on the feasibility of integrating the Storybook toolkit>

3.2.2.13 Accessibility and resource limitations

The analysis of educators' feedback on the implementation of the storybook reveals substantial challenges related to the availability and accessibility of digital resources. This discussion explores the key issues and potential solutions that emerge from the data.

Scarcity of digital resources:

Educators reported a harsh reality of limited digital resources in schools. One educator commented: "We have limited access to digital resources for individual students. We have one set of iPads per department (which don't always work)" (0f6). This lack of devices is a common barrier to technology integration in education, as emphasised by Ertmer and Ottenbreit-Leftwich (2013) who refer to the importance of adequate infrastructure to support educational technology initiatives.

Home access for extended learning:

Educators recognised the importance of home access to maximise the educational potential of the platform. The feedback suggests that "if students are given access at home to continue using it" (0f6), the learning experience could be significantly enhanced. This is consistent with research by Hollingworth et al. (2011) on the impact of home access to educational technology on student learning outcomes.

Adaptive implementation strategies:

In response to resource constraints, educators suggested creative solutions. One suggestion was to 'explore the possibility of using the storybook in pairs or groups' (0f6). This approach is supported by research on collaborative learning in digital environments (Jeong and Hmelo-Silver, 2016) which indicates that peer interaction can improve learning outcomes even with limited resources.

Flexible usage patterns:

To address resource constraints, educators suggested alternative implementation models. One educator suggested that 'the idea of using it in pairs or for only one or two sessions/part sessions during a unit would be more feasible' (0f6). This flexible approach is consistent with the concept of blended learning, which Means et al. (2013) found to be effective in resource-constrained educational contexts.

Implications for implementation:

The feedback indicates the importance of a sophisticated approach to the implementation of the educational storybook, taking into account the different resource landscapes in different schools. Developers and educational administrators should consider:

-Designing for multi-user experiences to maximise limited device availability.

-Developing offline functionality to address connectivity issues.

-Provide guidance to teachers on effective implementation in resource-constrained environments.

-Exploring partnerships with local communities or businesses to extend device availability.

These findings emphasise the importance of considering resource constraints in the design and implementation of educational technology. By acknowledging these constraints and developing adaptive strategies, the storybook can potentially reach a broader audience and have a greater educational impact.

<Fig.30: Educators' perspectives on accessibility and resource limitations in implementing educational storybooks>

3.2.3 Individual case analysis of educator feedback

The analysis of individual participants' feedback provided valuable insights into their perceptions and experiences with the Interactive Storybook pilot prototype. Each participant provided unique perspectives that contributed to a comprehensive understanding of the tool's strengths, areas for improvement and potential for integration into educational environments.

3.2.3.1 Participant 0f6: Balancing accessibility and focus

Participant 0f6 provided mixed feedback on the Interactive Storybook prototype, indicating both its strengths and areas for improvement. Their contribution covered several key themes that emerged from the broader feedback analysis.

Navigation and design:

Participants appreciated the intuitive navigation system, colour-coded sections and links to additional learning resources. These design elements were considered to make the content less overwhelming and easier to navigate, in line with the principles of effective multimedia learning design (Mayer, 2005). This positive feedback suggests that the user interface was able to adequately address potential issues of cognitive overload that are frequently associated with digital learning tools (Sweller, 2011).

Content accessibility and distraction:

While the ease of navigation was praised, 0f6 raised concerns about potential distractions for students, particularly when accessing external resources for vocabulary support. This feedback emphasises the delicate balance between providing comprehensive support and maintaining student focus, a challenge that has been described in digital learning environments (Chen et al., 2015). It suggests the importance of careful curation and integration of supplemental resources to enhance, rather than detract from, core learning objectives.

Quiz functionality:

Participants identified a requirement for improvement in the quiz section, referring to issues with automatic card flipping and limited question types. They suggested the inclusion of more open-ended questions to encourage in-depth exploration of ideas, along with model answers for assessment-style questions. This is consistent with research on the importance of different types of assessment in promoting advanced thinking skills (Bloom et al., 1956, Anderson and Krathwohl, 2001).

Integration of classroom and home learning:

0f6 recognised the potential of the storybook as a supportive tool for both home learning and classroom activities, particularly for specific texts. They emphasised its applicability to language modules, storytelling and effective writing. This feedback suggests the tool's versatility in different learning contexts, addressing the growing desire for flexible educational resources that bridge formal and informal learning environments (Lai et al., 2013).

Concerns about AI-generated content:

Interestingly, 0f6 expressed concerns about the use of ChatGPT-generated content in the Storybook, concerned that it might encourage students to rely on AI for their work. This reflects broader debates in education about the role of AI tools and the requirement to develop students' critical thinking and original composition skills (Zhai et al., 2021, Zawacki-Richter et al., 2019)

Availability of equipment:

Participants identified challenges related to the limited availability of digital devices in the classroom, and suggested that paired work or partial session use, supplemented by home access, might be more feasible. This pragmatic approach would address a common resource constraint in educational contexts, and is consistent with research on the benefits of blended learning approaches (Graham, 2013).

These insights from participant 0f6 provide valuable directions for refining the Interactive Storybook. They suggest the following:

-Maintain the intuitive navigational design while minimising potential distractions.

-Enhance the quiz functionality with a broader range of question types.

-Develop guidelines for effective integration in both classroom and home learning contexts.

-Address concerns about AI-generated content through clear policies and pedagogical strategies.

-Consider flexible implementation models to accommodate varying levels of device availability.

Future development would focus on these areas, while retaining those aspects that have received positive feedback, with the aim of creating a tool that effectively balances accessibility, engagement and educational challenge.

<Fig.31: Interactive storybook feedback analysis: Balancing accessibility and educational focus>

3.2.3.2 Participant b32: Balancing engagement, accessibility and flexibility

Participant b32 provided sophisticated feedback on the Interactive Storybook, emphasising both its strengths and areas for improvement. Their responses addressed several key themes that emerged from the broader feedback analysis, particularly in relation to content engagement, technology integration, and adaptive learning.

Content engagement and structure:

b32 found the topics interesting, but noted that some of the content lacked sufficient engagement. This feedback is consistent with research emphasising the importance of maintaining student interest in digital learning environments (Mayer, 2005). Their suggestion to simplify and segment the content for easier navigation reflects the principles of cognitive load theory in multimedia learning (Sweller, 2011). This recommendation could increase the effectiveness of the storybook by reducing cognitive overload and improving information processing.

Accessibility and external resources:

Concerns were raised about the accessibility and appropriateness of external links, particularly those that require a login. This emphasises the importance of careful curation of supplementary resources, balancing enrichment with ease of access. The feedback reinforces the importance of Universal Design for Learning (UDL) principles in digital educational tools (Rose and Meyer, 2002) to make sure that all students can access and benefit from the content, regardless of their individual requirements or technological limitations.

User interface and navigation:

b32 appreciated the storybook's clear instructions, immediate presentation of content and intuitive navigation. These features were recognised as supporting diverse learning styles, in line with the UDL framework, which advocates for multiple means of representation, engagement, and action/expression (CAST, 2018). The positive response to these elements suggests that the design effectively addresses diverse learning responses, an important factor in inclusive educational technology.

Flexibility and special educational needs:

Participants recognised the value of the storybook for homework, particularly for students with special educational needs (SEN) and those who require flexible learning opportunities. This finding is consistent with research on the benefits of adaptive learning technologies for diverse student groups (Aleven et al., 2016). It suggests that the storybook has potential as a tool for facilitating differentiated instruction and supporting personalised learning pathways.

Technology integration and progress tracking:

b32 suggested the inclusion of features to track student progress, such as marking completed sections. This suggestion reflects the growing emphasis on learning analytics in educational technology (Siemens and Long, 2011). Implementing such features could increase the effectiveness of the tool for both students and educators, providing helpful data on learning progress and areas requiring additional support.

Implications and recommendations:

Based on feedback from b32, future development of the Interactive Storybook could focus on:

-Increasing engagement with the content through interactive elements and varied presentation formats.

-Simplifying navigation and content structure to reduce cognitive load.

-Making sure that all external resources are easily accessible and age appropriate.

-Implement progress tracking features to support self-directed learning and teacher monitoring.

-Maintain and enhance features that support diverse learning requirements and styles.

These insights from participant b32 provide valuable direction for refining the Interactive Storybook, with the aim of creating a more engaging, accessible and flexible tool for a wide range of learners in diverse educational contexts.

<Fig.32: Interactive Storybook Feedback Analysis: Enhancing Engagement, Accessibility, and Adaptive Learning>

3.2.3.3 Student 65c: Usability, integration and differentiation

Participant 65c provided extensive feedback on the Interactive Storybook, emphasising its strengths but also identifying areas for potential improvement. Their response addresses several key themes that emerge from the broader feedback analysis, particularly in relation to usability, curriculum integration, and content differentiation.

User experience and engagement:

65c responded positively to the Interactive Storybook prototype, praising its engaging design, age-appropriate imagery and user-friendly content. This is consistent with research suggesting the importance of visual appeal and age-appropriate design in educational technology (Mayer and Moreno, 2003). Participants' desire to spend more time exploring the tool suggests a high level of engagement, which is important for effective learning experiences (Fredricks et al., 2004).

Usability and intended audience:

The confirmation of the storybook's usability and suitability for the intended age group is significant. This feedback suggests that the design successfully addresses the specific requirements and preferences of the target audience, a key element in the effectiveness of educational technology (Squires and Preece, 1999). The positive response to the user interface, particularly its appropriateness for the target age group, indicates a successful application of user-centred design principles in educational contexts (Draper and Norman, 1986).

Curriculum integration:

65c found the storybook easy to integrate into current curricula and curriculum planning, emphasising its versatility and applicability to different educational contexts. This is consistent with the TPACK (Technological Pedagogical Content Knowledge) framework, which emphasises the importance of integrating technology, pedagogy and content knowledge (Mishra and Koehler, 2006). The ease of integration perceived suggests that the storybook bridges technological and pedagogical considerations, potentially increasing its adoption and effectiveness in diverse educational contexts.

Differentiation of content:

An important point raised by 65c was the importance of differentiating content within the storybook to accommodate students with varying abilities and learning styles. This feedback reflects the growing emphasis on personalised learning and differentiated instruction in education (Tomlinson, 2014). Implementing adjustable levels of content could significantly increase the inclusivity and effectiveness of the tool, in line with the principles of Universal Design for Learning (UDL) (Rose and Meyer, 2002).

Professional development and support:

65c's questions about whole-school training and the variety of books available suggest a requirement for extensive professional development support. This is consistent with research indicating that effective technology integration in education requires ongoing teacher training and support (Ertmer and Ottenbreit-Leftwich, 2010).

Implications and recommendations:

Based on the feedback from 65c, future development of the Interactive Storybook should focus on:

-Maintaining the engaging and age-appropriate design while exploring ways to further enhance the user experience.

-Developing features that enable content differentiation to respond to different learning preferences.

-Create a variety of storybooks to cover different topics and units within the curriculum.

-Designing comprehensive professional development programmes to support effective implementation.

-Conducting further research into the long-term impact of the tool on student engagement and learning outcomes.

These insights from Participant 65c provide valuable direction for refining the Interactive Storybook, with the aim of creating a more versatile, inclusive and effective tool that can be integrated into different educational contexts.

<Fig.33: Interactive Storybook Feedback Analysis: Balancing usability, curriculum integration and differentiated learning>

3.2.3.4 Participant e03: Challenges of innovation, adaptability and accessibility

Participant e03 provided extensive feedback on the Interactive Storybook, emphasising its innovative features, but also identifying areas for potential improvement. Their response covers several important issues in educational technology integration, including innovation, adaptability, and accessibility.

Innovation and engagement:

e03 was impressed by the innovative features of the interactive story and considered the storybook to be a contemporary and engaging educational tool. This is consistent with research emphasising the importance of innovative digital tools in improving student engagement and learning outcomes (Henrie et al., 2015). The positive reception suggests that the storybook effectively uses technology to create an immersive and interactive learning experience, which is important for 21st century education (Helen et al., 2007).

Usability and target audience:

Participants commented positively on the usability and engaging qualities of the storybook for the intended age group. This feedback is relevant as it suggests the successful application of user-centred design principles in educational contexts (Draper and Norman, 1986). The effective integration of vocabulary, images and quizzes further reinforces the suitability of the tool for the target audience and is in line with multimedia learning principles (Mayer, 2002).

Versatility and adaptability:

e03 considered the storybook to be versatile and easily adaptable to cover a wide range of subjects, assuming appropriate training and understanding of the concepts. This is consistent with the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasises the importance of educators' ability to effectively integrate technology across subject areas (Mishra and Koehler, 2006). The perceived adaptability suggests the potential for widespread use across the curriculum, enhancing its value as an educational resource.

Accessibility and cost considerations:

An important concern raised by e03 was the limitations in terms of accessibility and cost. This feedback reinforces the critical issue of digital equity in education (Reich et al., 2020). The emphasis on the importance of an affordable and accessible tool for all learners, regardless of socio-economic background or school resources, is in line with the principles of inclusive education and equal educational opportunities (United Nations Educational and Organization, 2015).

Suggestions for improvement:

e03 suggested improving the quiz section by adding links to the text where answers can be found. This suggestion reflects the importance of scaffolding in digital learning environments and supports the development of information literacy skills (Leu et al., 2018).

Implications and recommendations:

Based on feedback from e03, future development of the Interactive Storybook could focus on:

-Maintaining and enhancing innovative features, while keeping a clear pedagogical purpose.

-Developing comprehensive training programmes to support educators in adapting the tool across different subjects effectively.

-Exploring cost-effective solutions and alternative access models to secure equitable distribution and use.

-Implementing enhanced quiz functionality to support more in-depth learning and information literacy.

-Conduct further research on the long-term impact of the tool on student engagement and learning outcomes in various socio-economic contexts.

These findings from Participant e03 provide valuable guidance for refining the Interactive Storybook, with the aim of creating a more versatile, accessible and effective tool that can be broadly integrated into different educational contexts.

<Fig.34: Interactive storybook feedback analysis: Balancing innovation, adaptability and accessibility in educational technology>

Overall, the individual feedback from educator participants provides a sophisticated understanding of the potential and challenges of the Interactive Storybook. While participants generally appreciated the tool's engaging design, usability and potential for curriculum integration, they also raised important concerns about content engagement, accessibility and the requirement for differentiation. These findings can guide the further development and refinement of the Interactive Storybook to better respond to the demands of diverse learners and educational contexts. Having analysed the first-hand feedback from educators, these findings will be explored in the context of broader educational theory and research to provide a more comprehensive understanding of the potential impact of the Interactive Storybook and areas for improvement.

3.2.4 Thematic analysis of educators' perceptions

Feedback from secondary school teachers in England provided valuable insights into the implementation of the Interactive Storybook in the curriculum. This analysis supports the work of Guskey (2002) and Hattie and Timperley (2007) who emphasise the important role of educator feedback in developing effective pedagogical practice and enhancing learners' experiences.

The broadly positive response to the Interactive Storybook project, and in particular its creative approach to language learning, reflects emerging research suggesting a growing demand for innovative and engaging language learning tools in the classroom (Lan et al., 2017; (Yang and Wu, 2012). Such tools not only enhance the learning experience, but also comply with established language learning frameworks that emphasise interactive, authentic contexts and meaningful interactions (Richards, 2015).

3.2.5 Theoretical underpinnings of engagement and learning in digital storytelling

Educators emphasised the potential of interactive storytelling to involve students, a critical aspect supported by Kucirkova (2019a), who argues that digital storytelling can significantly increase student participation in learning. When effectively integrated, digital storytelling can make the learning process more immersive and relevant by stimulating both emotional and cognitive engagement.

This perspective on the importance of participation in enhancing the learning experience is supported by contemporary educational theories that prioritise student interest and motivation:

expectancy-value theory (Wigfield et al., 2009), mastery goal orientation (Senko and Dawson, 2017), self-determination theory (Ryan and Deci, 2020), and an integrative framework of motivational theories (Linnenbrink-Garcia et al., 2016).

Expectancy-value theory, initially proposed by Wigfield and Eccles (2000), focuses on students' performance choices in educational contexts. It emphasises two critical aspects of motivation for optimal engagement: students' belief in their ability to succeed (positive expectancies) and their perception of an important reason for engaging in the behaviour (positive values) (Wigfield et al., 2009).

Research on mastery goal orientation suggests that mastery goals are positively associated with achievement, pleasant emotions, self-efficacy beliefs, and mastery goal structures, which are beneficial outcomes for students. This tends to lead researchers to recommend mastery approach goals over other types of objectives (Senko and Dawson, 2017).

Self-determination theory proposes that more internally regulated forms of motivation are associated with adaptive outcomes such as higher grades, effort, positive affect, and enjoyment compared to externally regulated forms (Ryan and Deci, 2020).

The integrative framework of motivational theories includes expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory, all of which aim to explain academic achievement. It provides a broad basis for classifying different current motivational theories and emphasises the importance of person-environment interactions in motivational behaviour (Linnenbrink-Garcia et al., 2016).

Overall, these theories support the importance of keeping students emotionally and cognitively involved in the learning process, as facilitated by the Interactive Storybook. By creating an immersive and interactive learning experience, the storybook has the potential to increase student motivation and engagement, leading to improved learning outcomes.

3.2.6 Edutainment principles in interactive language learning

The educators' view that the Interactive Storybook makes learning more entertaining reflects a growing recognition of the value of educational resources that combine education and entertainment. This reflects the principles of 'edutainment' identified in contemporary educational research, where the combination of education and entertainment has been found to increase student motivation, engagement and retention (Makarius, 2017, Turan and Meral, 2018).

3.2.7 Usability and engagement: Balancing design and pedagogical needs

Educators described the Interactive Storybook as user-friendly, consistent with the findings of Faghih et al. (2014) and Mayer (2019). This usability is consistent with broader trends in educational technology design, where ease of use and engaging user interfaces are critical to the effectiveness of technology in educational settings.

However, educators also suggested improvements to navigation and the integration of more intuitive interactive elements, reflecting the recommendations of Kucirkova et al. (2014) and Hirsh-Pasek et al. (2015). Effective user interface design (UID) in educational technology is important for efficient knowledge transfer, reduced cognitive load and overall usability.

The positive response to engagement elements in the storybook supports existing research on the role of multimedia in enhancing learner engagement. Multimedia technologies such as video annotation, multimedia applications and transmedia storytelling have been identified as effective tools for increasing student participation and retention (Wankel and Blessinger, 2013, Bakar et al., 2020).

3.2.8 Curriculum integration: Challenges and opportunities

Some educators identified the importance of aligning content with the existing curriculum, a perspective supported by Koehler et al. (2013) and Voogt et al. (2013b). This reinforces the critical issue of adapting new educational technologies to current curriculum objectives.

Educators suggested that the storybook could be more versatile in its application across different subject areas. This is consistent with recent research on the adaptability of digital learning tools, which emphasises the importance of versatility in educational technology (Zhang et al., 2020).

3.2.9 Inclusive design: Meeting diverse learning requirements through adaptability

Educators emphasised the requirement for tools to be adaptable to diverse learning styles and abilities, emphasising the importance of inclusive educational resources. This theme is reflected in several recent studies. Truong (2016) suggests that adaptive e-learning environments, designed with learning styles in mind, can substantially improve student participation and learning outcomes. Hamidi and Chavoshi (2018) focus on the positive impact of adaptive online learning environments on students' intention to continue using them. Martin and Marsh (2008) argue that adaptability is fundamental in contemporary educational resources to accommodate a diverse learner population.

3.2.10 Limitations and future directions

While this study provides valuable insights into educators' perceptions of the Interactive Storybook, several limitations should be acknowledged:

-Sample size and representativeness: The study was limited to a specific geographical area, which may limit the generalisability of the findings (Etikan et al., 2016).

-Long term effects: The study did not measure the long-term effects of the interactive storybook on student learning outcomes, a common limitation in educational technology research (Cheung and Slavin, 2013).

-Technological constraints: Varying levels of technological infrastructure in schools may have influenced educators' perceptions and ability to fully utilise the tool (Ertmer and Ottenbreit-Leftwich, 2010).

-Educators' technological proficiency: Differences in educators' technological proficiency may have biased their perceptions and feedback (Inan and Lowther, 2010).

-Scope: The study was limited to specific school types, which may limit its applicability to different educational contexts (Hennessy et al., 2005).

Future research should address these limitations by increasing the sample size, conducting longitudinal studies, and exploring the effectiveness of the tool in diverse educational contexts (Sung et al., 2016). In addition, investigating the impact of educator training on the successful implementation of the Interactive Storybook could provide valuable insights for future educational technology integration (Lawless and Pellegrino, 2007).

4. Refining the interactive storybook prototype: Insights from feedback

4.1 Contributions of researcher feedback

Feedback from educational researchers has been instrumental in strengthening the theoretical basis of the EDS framework and the Interactive Storybook in this study. The researchers' contributions have been important in reviewing and validating the competencies required for the development of language skills in the EDS environment, as identified during the preliminary research phase (Mishra and Koehler, 2006, Prensky, 2001).

This section illustrates how the researchers' feedback was integrated into the theoretical basis of the EDS framework and the Interactive Storybook, providing alignment with current research in the field (Smith and Throne, 2007, Robin, 2016). The incorporation of this feedback reflects a commitment to evidence-based practice in educational technology development (Bulfin et al., 2015).

By adhering to the researchers' recommendations, the interactive storybook was developed on the basis of informed theoretical principles. This approach not only enhances the credibility of the tool, but also increases its potential effectiveness in educational contexts (Guskey, 2002, Hattie and Timperley, 2007), 2007). The following subsections explain how specific aspects of the researchers' feedback have been incorporated, each supported by relevant literature to emphasise the theoretical basis of the enhancements made.

<Fig.35: Researcher feedback contributions to the EDS framework>

This network diagram illustrates the key contributions of researcher feedback to the Educational Digital Storytelling (EDS) framework. It illustrates five main areas of contribution: strengthening digital literacy, refining storytelling for education, encouraging creativity and critical thinking, enhancing pedagogical value, and implications for language elements. The links between these areas demonstrate the interrelated basis of the feedback and its broad implications for the EDS framework.

4.1.1 Strengthening the digital literacy elements

The first round of Delphi research, conducted with educational researchers, identified the importance of strengthening digital literacy elements. This would include the inclusion of digital tools and skills for using online resources. This approach is consistent with the findings of Tour (2020a), who emphasise the importance of digital literacy strategies evolving in response to ongoing technological advances. Their study supports the integration of advanced digital tools and techniques into the EDS framework to maintain its relevance and effectiveness in the ever-changing landscape of educational technology.

4.1.2 Refining storytelling for education

Researchers emphasise the importance of incorporating a variety of literary devices and clear story arcs to enhance the educational value of storytelling in digital platforms. Refining the narrative structure of this interactive storybook to make storytelling more interesting and educational was informed by the ideas outlined by Ohler (2013). Their study emphasises that digital storytelling, which combines computer-based images, text, recorded audio narration, video clips and music, not only exposes students to a high-tech environment, but also motivates them to learn through the creation of personal stories.

4.1.3 Encouraging creativity and critical thinking

The integration of elements that facilitate creativity and critical thinking into the storytelling process is supported by the research of Yang and Wu (2012). Their study emphasises the effectiveness of digital storytelling in supporting critical and creative thinking. It describes a range of teaching strategies, including interactive discussion, debate, problem solving and simulation, used in a course designed to develop these skills through digital storytelling. The study suggests that such approaches to digital storytelling can enhance students' involvement with and understanding of different subjects, supporting the importance of these skills in modern education.

4.1.4 Integrating Critical Thinking and Creativity

Integrating critical thinking and creativity into the storybook is in line with the findings of Hung et al. (2012) . Their research emphasises the importance of these skills in enhancing language learning, particularly through problem-based learning methods. Their research indicates a significant improvement in these areas among EFL students at the university level, emphasising the necessity of such skills for a comprehensive learning experience in the current digital age.

4.1.5 Implications for language elements in EDS

The potential elements created in response to the feedback are expected to have an impact on the language elements of the EDS environment, in line with current trends in educational research. By enhancing the storytelling and digital literacy components, the Interactive Storybook would become a more attractive tool for developing learners' narrative understanding and digital communication skills. This evolution is in line with the findings of Rahimi and Yadollahi (2017) and Oskoz and Elola (2016), who emphasise the importance of integrating digital literacy and narrative skills to support comprehensive language development.

4.1.6 Enhancing pedagogical value

These enhancements to the storybook, which make it a more attractive pedagogical tool, are in line with research on effective language teaching. Research on digital storytelling has emphasised its role in enhancing narrative comprehension, digital literacy and creative thinking, providing a more enriching and comprehensive language learning experience (Sarıca and Usluel, 2016, Rahimi and Yadollahi, 2017, Oskoz and Elola, 2016). This approach has been demonstrated to improve reading comprehension, active listening, creative thinking and overall language skills, making it an ideal tool to serve the diverse learning demands of learners. These changes suggest the value of researcher feedback in the design of educational tools, reflecting not only advanced technological features, but also pedagogical good practice and effectively addressing students' learning outcomes.

4.2 Influence of feedback from educators

Feedback from experts in the field, especially educators, was important in refining the pilot prototype of the Interactive Storybook. This section illustrates how the practical insights and suggestions from educators have been systematically incorporated into the design and features of the tool, securing its relevance in real classroom contexts and its effectiveness (Ertmer and Ottenbreit-Leftwich, 2010, Tondeur et al., 2017).

The integration of educator feedback reflects a commitment to user-centred design in educational technology development (Draper and Norman, 1986, Abras et al., 2004). By addressing the specific demands and concerns raised by educators, the usability and pedagogical value of the Interactive Storybook has been enhanced. This approach not only improves the functionality of the tool, but also increases its potential for meaningful implementation in diverse educational contexts (Koehler et al., 2013).

The following subsections provide details of the specific improvements made to the pilot prototype based on teacher response. Each enhancement is based on educational research and practice, reflecting the synergy between field evidence and academic theory in the development of educational technology (Hew and Brush, 2007, Voogt et al., 2013c).

4.2.1 Introducing the Story Chain Board: Streamlining the storytelling process

Based on educator feedback, the Interactive Storybook includes a 'Story Chain Board'. This feature facilitates the tracking of the storytelling process, enabling educators to monitor the progression of the narrative events, character development and plot development in learners' stories. The Story Chain Board can serve as an interactive resource to help educators support learners in understanding and creating narratives. It can play a role in developing learners' storytelling skills by providing a structured overview of their creative process. This development is in line with the aims of enhancing narrative skills and promoting a better understanding of the dynamics of storytelling, as emphasised in educational research (Rubegni and Landoni, 2018, Sarıca and Usluel, 2016).

<Fig.36: Story Chain Board Integration in Interactive Storybook>

The image above illustrates the integration of the Story Chain Board into the main menu of the Interactive Storybook. The Story Chain Board provides individual pages for each learner, enabling educators to easily review and track the details of learners' storytelling progress. This feature supports the requirement for efficient monitoring of learners' work in digital learning environments (Niemi and Multisilta, 2016).

<Fig.37: Individual learner page on the Story Chain Board>

The second image above provides a detailed view of an individual learner's page within the Story Chain Board. This page serves as a structured repository for the learner's storytelling content, including vocabulary, story arcs and creative writing. The commenting feature facilitates direct communication between educators and learners, facilitating a collaborative learning environment (Yang et al., 2022). This design is consistent with the principles of user-centred educational technology, supporting both learner autonomy and educator guidance (Rubegni & Landoni (Rubegni and Landoni, 2018), 2018).

4.2.2 Redesigning user interfaces for immersive storytelling

Despite understanding the inclusion of various multimedia elements in the interactive storybook, teachers suggested a display layout that would facilitate students' immersion in the story. Based on these insights into the usability and accessibility of the Interactive Storybook, the user interface was improved to focus on story building. This improvement prioritises a more immersive and intuitive experience that facilitates students to navigate and interact with story elements. The revised interface can support the teacher's focus on maintaining student engagement throughout the storytelling process by providing a connection to the narrative (Kucirkova, 2019a, Molnar and Kostkova, 2016).

<Fig.38: Previous edition: Multimedia-rich interface of the interactive storybook>

The image above illustrates the initial layout of the Interactive Storybook, which incorporated various multimedia elements. Feedback from educators indicated that this design, while visually rich, could prevent learners from immersing themselves in the story due to its complex layout. The interface presents multiple interactive features simultaneously, potentially distracting from the core narrative (Kucirkova, 2019a).

<Fig.39: Refined Edition: Streamlined user interface for immersive storytelling>

The second image above represents the redesigned user interface, which reflects feedback from educators for a more immersive storytelling experience. The refined layout prioritises the story content, presenting a simpler, more focused design, with multimedia elements accessible through a streamlined URL bar. This approach maintains easy access to additional resources while keeping the main interface streamlined and story-centric. In addition, this revision aims to increase learner engagement with the story by reducing visual distractions and emphasising story elements (Molnar and Kostkova, 2015). The streamlined interface supports educators in maintaining learner focus throughout the storytelling process.

4.2.3 Applying user-centred design principles in EdTech

A study by Quintana et al. (2016) elaborates on the concept of user-centered design (UCD) in human-computer interaction, emphasising the importance of user requirements analysis and problem analysis in the early stages of project development. This is in line with the idea of refining the user interface based on feedback to improve the user experience and learning outcomes. In addition, the studies indicate that the user interface (UI) is frequently the first point of interaction for users with an application, and that a well-designed UI can lead to a good user experience (UX). This is particularly relevant for educational applications, where easily accessible features and effective navigation contribute to a better learning experience (Mehta and Zhu, 2009, Guney, 2019).

4.2.4 Adapting to technological inclusivity and flexibility

These research findings support the approach taken in the development of the Interactive Storybook. By focusing on simplicity and ease of navigation in the user interface design, informed by teacher feedback, this tool can be made effective for pedagogical purposes, in line with best practices in educational technology design (Meyer et al., 2019). Consequently, these adaptations aimed at making the storybook compatible with different devices reflect the requirement for technological inclusivity and flexibility in educational resources, increasing its potential for use in different educational contexts (Cherner and Fegely, 2017, Ciampa, 2016).

The influence of teacher feedback on the development of the Interactive Storybook emphasises the importance of incorporating user perspectives in the design process. The introduction of the Story Chain Board and the redesign of the user interface demonstrate how feedback can lead to enhancements that streamline the storytelling process and promote immersive learning experiences. In addition, the application of user-centred design principles and the focus on technological inclusivity and flexibility reinforce the importance of customising educational technology to meet the requirements of both teachers and students.

5.The second Delphi survey

5.1 Purpose and structure

The second Delphi survey was designed to build on the initial feedback and pilot prototype created as an interactive storybook for the Educational Digital Storytelling (EDS) environment. Its primary purpose is to reflect the analysis of the first survey and to identify areas for further refinement of the pilot prototype. The survey structure consisted of a series of structured questions and open-ended responses to facilitate detailed feedback (Turoff and Linstone, 2002). Participants were initially presented with a summary of the initial survey results and coding analysis, and then asked to consider the analysis in relation to language learning. This approach is consistent with Hsu and Sandford's (2007) recommendations for conducting Delphi studies, which emphasise the importance of providing participants with a summary of previous rounds and encouraging them to consider the group's responses.

5.2 Expected contributions from researchers

Researchers are expected to provide critical insights into the initially reviewed EDS framework and Interactive Storybook. Their contributions would be key in assessing the theoretical validity and pedagogical relevance of the refinements undertaken (Okoli and Pawlowski, 2004). Researchers are encouraged to provide critical reviews of the elements studied, focusing on their relevance and effectiveness in enhancing language skills. In addition, their expertise was sought in suggesting further academic and pedagogical enhancements to keep the EDS approach in line with current educational theory and practice (Kennedy, 2004). This is in line with the recommendations of Boulkedid et al. (2011) for the use of expert opinion in Delphi studies to provide validity and relevance to the research.

5.3 Focus areas for further improvement

The survey specifically aimed to identify focus areas for further improvement in the EDS environment. This included assessing the integration of storytelling and digital tools, the balance between creativity and critical thinking in the content, and the usability of the Interactive Storybook in various educational environments (Robin, 2008, Yang and Wu, 2012). Feedback on how well the storybook engages students and facilitates language learning was particularly valued, as student engagement and learning outcomes are critical elements in the success of educational technology (Sarıca and Usluel, 2016). The survey also sought to identify any overlooked aspects or potential enhancements that could make the EDS experience more comprehensive and effective for KS3 students. This approach is in line with Skulmoski et al.'s (2007) recommendations for using Delphi studies to identify areas for potential improvement and to collect expert opinion on the effectiveness of proposed solutions.

The purpose and structure of the second Delphi survey reflects a commitment to refining the EDS framework and Interactive Storybook based on expert feedback. By soliciting contributions from researchers and focusing on specific areas for improvement, the study aims to maintain the theoretical and pedagogical validity of the tools being designed. This iterative process of feedback and refinement is important for creating educational technologies that meet the requirements of both educators and students (Kalaian and Kasim, 2012).

6.Discussion

6.1 Integrating feedback into the development of educational technology

This section builds on the feedback from researchers and educators presented in chapters 4 and 5 and explores its integration into the Educational Digital Storytelling (EDS) environment and the Interactive Storybook. The iterative approach employed, involving a Delphi study with researchers and pilot testing with educators, reflects current practice in educational technology development (Ertmer and Ottenbreit-Leftwich, 2010, Wang and Hannafin, 2005). This process not only refined the tools, but also emphasised the importance of continuous feedback in educational technology. The following discussion contextualises the findings within the broader themes of system dynamics and iterative design in educational technology.

6.1.1 Feedback loops and system dynamics in technology integration:

The process of integrating feedback into the development of educational technologies, such as the Educational Digital Storytelling (EDS) environment and the Interactive Storybook, is a core aspect of this research. This iterative approach is consistent with the findings of Bodily et al. (2019), who emphasise the importance of incorporating feedback to keep educational tools relevant to both theoretical models and practical educational practice. Their work on system dynamics in technology integration presents a model that emphasises the critical role of feedback loops within educational systems. These loops are fundamental to the continuous development of educational technologies and to maintaining their relevance and effectiveness in use. The integration of feedback, as reflected in the system dynamics model, can be regarded not only as a theoretical ideal, but also as a practical necessity for the continuous improvement of educational technologies such as EDS and the Interactive Storybook (Mandinach, 2013).

6.1.2 The role of iterative design and feedback:

Feedback from both researchers and school teachers has been instrumental in refining the EDS tools to make them more responsive, user-friendly and pedagogically valuable. This approach is supported by the work of Penuel et al. (2011) who emphasise the benefits of iterative design and feedback in the development of educational technology. Their research, which focuses on the design-based implementation research (DBIR) approach, emphasises the importance of iterative design evaluations in optimising educational applications. The findings suggest that such a collaborative and iterative approach leads to more user-centred educational tools (Wang et al., 2010). This reinforces the value of incorporating continuous feedback into the development process to improve the usefulness of educational technologies such as the EDS tools.

6.1.3 Collaborative development of educational technology:

This approach also emphasises the importance of collaboration between developers, educators and researchers in the creation of educational technologies. This perspective is consistent with the findings of Cober et al. (2015) who analyse the development of collaborative relationships between academics and educational technology professionals. They emphasise the key success elements of long-term collaborations, which are important for technology-enhanced learning and teaching. In addition, Ching et al. (2016) discuss the important role of collaboration in the development of students, faculty and institutions. They emphasise how collaboration in education, including research and academic collaboration, adds value to the performance of each institution and provides opportunities for exploration and learning. These studies support the view that iterative design and feedback in the development of educational technology, when conducted collaboratively, leads to more user-centred educational tools.

6.1.4 Bridging theory and practice:

This collaboration will help to create educational tools, such as the Interactive Storybook, that are not only based on solid pedagogical theory, but are also adaptable to the practical challenges and demands of the educational community. This initiative is in line with the findings of Hirsh-Pasek et al. (2015) who discuss bridging the gap between research and practice in educational technology. Their work emphasises how educational applications can be used effectively when they are grounded in learning science principles, while also responding to the dynamic challenges of real-world educational contexts. This demonstrates the importance of balancing the development of educational technology with its practical application in the classroom to keep tools such as the Interactive Storybook relevant and effective in diverse educational contexts (Meyer et al., 2019).

<Fig.40: Integrating feedback into EdTech development>

This circular diagram illustrates the cyclical process of integrating feedback into the development of educational technology, specifically for the Educational Digital Storytelling (EDS) environment (Bodily et al., 2019, Penuel et al., 2011). The process begins with the collection of feedback from researchers and educators, followed by analysis, identification of areas for improvement, solution development, implementation, impact evaluation and continuous refinement (Ertmer and Ottenbreit-Leftwich, 2010, Wang and Hannafin, 2005). This iterative approach ensures that EDS tools remain responsive, user-friendly and pedagogically valuable (Cober et al., 2015, Hirsh-Pasek et al., 2015).

6.2 Challenges and opportunities in implementing EDS

Based on the insights provided by the integration of feedback into educational technology development discussed in the previous section, the focus now shifts to the practical challenges and opportunities of implementing Educational Digital Storytelling (EDS) in contemporary learning contexts. This transition from theoretical considerations to practical implementation illustrates the complex relationship between pedagogical innovation and real-world constraints (Mishra & Koehler (Mishra and Koehler, 2006), 2006).

6.2.1 Navigating the landscape: implementing EDS in the contemporary classroom

There are several challenges and opportunities in implementing Educational Digital Storytelling (EDS) in the classroom. A key challenge is to consider the accessibility and usability of the technology for all students, regardless of their previous digital experience. This concern is reflected in the study by Meyer et al. (2019) who discuss the integration of immersive virtual reality in education and emphasise the importance of educational tools being adaptable, particularly in diverse learning environments. In addition, Trust and Horrocks (2017) explore the creation of online communities of practice for professional development, focusing on strategies for bridging the gap between theory and practice in educational technology. The findings from these studies reveal ongoing challenges in the development of educational technologies such as EDS, which need to accommodate a diverse student population while supporting collaborative and adaptive learning environments (Shadiev et al., 2018).

6.2.2 Improving participation and skills through digital storytelling

However, EDS also represents a significant opportunity. It can facilitate an interactive learning experience. This is supported by the findings of Niemi et al. (2018) who observed improved literacy skills and participation among primary school students who participated in a digital storytelling project. Their study emphasises the positive impact of digital storytelling on students' motivation and collaborative skills. In addition, Saritepeci (2021) and Nam (2017) found that digital storytelling improved students' critical thinking skills and increased their participation and academic achievement, demonstrating the benefits of interactive and collaborative learning.

6.2.3 Adaptability and impact of digital storytelling

EDS can also accommodate diverse learning preferences, as emphasised by Rubegni and Landoni (2018) in their study of digital storytelling as a tool for inclusive education. Their research investigated the impact of digital storytelling on promoting inclusivity and enhancing learning experiences for students with diverse learning challenges. The findings indicated that digital storytelling provides authentic and meaningful learning opportunities that enhance the development of students' social-emotional skills and academic performance. This study reinforces the adaptability and inclusivity of digital storytelling in supporting diverse educational support requirements (Kotluk and Kocakaya, 2017, Belda-Medina, 2022, Yasar-Akyar et al., 2022).

6.2.4 21st century skills through digital storytelling

In addition, EDS supports the development of fundamental 21st century skills such as digital literacy, creativity and critical thinking. Chan et al. (2017) emphasise that digital storytelling enables students to develop digital literacy skills, which are important in contemporary technology-based classrooms. Moreover, Kocaman-Karoglu (2016) suggests that digital storytelling develops essential 21st century skills, including media literacy, communication, and collaboration. In particular, Olokunde (2021) report that digital storytelling using mobile technologies significantly enhances students' creativity and problem-solving skills, reinforcing its contribution to 21st-century education.

6.2.5 Strategic implementation for educational success

Addressing these challenges and exploiting these opportunities is key to realising the full potential of EDS in education. Koehler et al. (2013) and Poth (2019) emphasise the importance of a comprehensive approach to technology integration, advocating for the inclusion of pedagogical, content, and technological knowledge to promote effective teaching and learning. In addition, Tondeur et al. (2016) identify the potential benefits of strategic planning and leadership support to adapt technology implementation based on teachers' capabilities and beliefs, suggesting that a customised and balanced approach to technology integration is important for its effective adoption in the classroom.

6.3 The role of digital literacy and storytelling in language learning

6.3.1 The development of digital literacy in education

The role of digital literacy and storytelling in language learning, as explored in this study, is closely linked to the contemporary educational environment. Digital literacy is becoming a necessary element of contemporary education, rather than an alternative. Tour (2020b) emphasises the integration of digital literacy in language learning, suggesting the importance of broadening perceptions of what constitutes effective language learning and embracing the pedagogical potential of digital tools. In addition, Alakrash and Abdul Razak (2021) explores the role of digital technology in language learning, emphasising the potential value of digital literacy for both educators and learners, particularly in the context of distance learning and online collaboration.

6.3.2 Storytelling: Engaging students emotionally and cognitively

Storytelling, as another key component, can engage students emotionally and cognitively, increasing the relatability and accessibility of language learning. Yang and Wu (2012) and Yang (2012) explore the relationship between digital storytelling and academic achievement, focusing on how digital storytelling helps learners to understand and creatively express language, enhancing language comprehension and critical thinking skills. In addition, Hwang et al. (2016) reveal the effectiveness of digital storytelling in improving students' listening comprehension and motivation, demonstrating its role as a powerful tool in language learning.

6.3.3 Digital storytelling in educators' and students' training

The combination of digital literacy and storytelling in an Educational Digital Storytelling (EDS) framework can provide an immersive learning experience. Harriman and Branch (2012) focus on the potential of digital storytelling in teacher education, emphasising its role in developing technological pedagogical content knowledge (TPACK) and facilitating reflective practice. In addition, Tiba et al. (2015) focus on the effectiveness of digital storytelling in developing students' digital literacy skills and supporting collaborative learning in higher education.

6.3.4 Digital storytelling as a catalyst for language learning

Yang et al. (2022) provide evidence that digital storytelling substantially enhances students' English language skills and creative thinking skills by providing authentic learning opportunities that facilitate their development as proficient English speakers and creative thinkers. In addition, Oskoz and Elola (2016) provide evidence of how digital storytelling can serve as a catalyst for enhancing intercultural competence and supporting language learning in a foreign language context.

6.3.5 Integrating digital literacy and storytelling in language learning

This study reaffirms the importance of integrating both digital literacy and storytelling in the language learning process, especially in a technology-based educational environment. Aboo Bakar (2019) focus on the interplay between digital storytelling and language skills, emphasising how digital storytelling enhances reading comprehension, writing skills and creativity, facilitating an enriched language learning experience. In addition, Thang et al. (2015) discuss the important role of digital storytelling in current education, focusing on its effectiveness in improving digital literacy and integrating technology into language learning.

6.3.6 Limitations and challenges of digital literacy and storytelling

Despite the numerous benefits of digital literacy and storytelling in language learning, it is important to acknowledge potential limitations. Over-reliance on digital tools can inadvertently reduce face-to-face communication skills, which are equally important in language acquisition (Godwin-Jones, 2019). In addition, the digital gap may further increase educational inequalities, potentially marginalising learners with limited access to technology (Warschauer and Matuchniak, 2010). Future research should address these challenges to consider how digital storytelling can support, rather than inhibit, whole language development.

<Fig.41: AI Integration in Educational Digital Storytelling (EDS)>

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