Review of scientific production concerning Storytelling mediated by technology between 2019 and 2022 through SCOPUS.

Abstract

Abstract The power of storytelling has become an effective and essential technique for knowledge transmission in Education. This article provides a review of indexed scientific publications that support the didactic use of stories mediated by technology. The selected timeline is from 2019 to 2022. For this review, a search algorithm was applied based on specific criteria, that helped to make a review of the SCOPUS database. The obtained data were interpreted from a quantitative perspective. After this, a qualitative study was made by an analysis and interpretation of the contributions of each of the articles. A yearly and progressive increase in scientific production is evidenced, although it is also observed a standstill in 2020. Authors, research works, and institutions with the greatest contributions in this field are also identified. Regarding the content analysis, from a pedagogical perspective, it is observed that there is a great interest to work on the existing need to build narratives that contribute to the effective application of active methodologies in the classroom. The term "Sustainable Development" arouses the interest of several authors concerned about the need to raise awareness of the importance of slowing down climate change, as well as the use of narrative to improve medical and therapeutic processes. Regarding the trends directly related to the use of technology, terms such as “Transmedia Storytelling”, “Smart Learning Environments” and “Augmented Reality” are more and more frequent and opening up new lines of research.