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Statistical analysis compared children aged 6–7 learning mathematics via traditional storytelling versus digital storytelling, showing significant gains for the digital storytelling group in solving computational and mathematical problems. Observations by educators across experimental and control groups indicated higher motivation, with children completing all stories with strong engagement and enthusiasm. Results support interactive multimedia storytelling as an effective tool for improving early mathematical and computer literacy where ICT is introduced.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/introduction-of-digital-storytelling-in-preschool-education-a-case-study-from-croatia/600752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/introduction-of-digital-storytelling-in-preschool-education-a-case-study-from-croatia/600752.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does digital storytelling mean in the paper?","Question",{"text":112,"@type":113},"Digital storytelling refers to creating a multimodal narrative using digital tools, such as pictures, video, sound effects, music, or text.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was compared in the Croatian preschool case study?",{"text":117,"@type":113},"The study compared children aged 6–7 learning mathematics through traditional storytelling versus learning through digital storytelling.",{"name":119,"@type":110,"acceptedAnswer":120},"How did digital storytelling affect children and educators in the study?",{"text":121,"@type":113},"The digital storytelling group showed significant improvement in computational and mathematical problem-solving, and educators reported higher motivation and high engagement, with children completing all stories enthusiastically.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600752,1792166143,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Introduction of Digital Storytelling in Preschool Education: a Case  \nStudy from Croatia  \nNives Mikelic Preradovic  \n[nives. mikelic@gmail.com](nives. mikelic@gmail.com)  \nUniversity of Zagreb  \nGordana Lesin  \n[g.lesin.zg@gmail.com](g.lesin.zg@gmail.com)  \nUniversity of Zagreb  \nDamir Boras  \n[dboras@ffzg.hr](dboras@ffzg.hr)  \nUniversity of Zagreb  \nAbstract  \nOur case study from Croatia showed the benefits of digital storytelling in a preschool as a basis for the formal ICT education . The statistical analysis revealed significant differences between children aged 6 – 7 who learned mathematics by traditional storytelling compared to those learning through digital storytelling. The experimental group that used digital storytelling showed significant improvement in their abilities to solve computational and mathematical problems, which suggests that this method was age-appropriate and versatile . Also, the observations of educators from both the experimental and the control group showed that children were more motivated by digital storytelling, succeeding to complete all stories with an incredible amount of engagement and enthusiasm . These findings indicate that interactive multimedia storytelling, compared to the traditional one, can be used as an effective tool for improving child’s mathematical and computer literacy skills in the preschool context in which ICT is being introduced for the first time .  \nKey words  \nDigital Storytelling in Mathematics, Preschool Education, ICT-supported Learning, Formal Education  \nN. Mikelic Preradovic, G. Lesin, D. Boras 94 Digital Education Review-Number 30, December 2016-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \nI. Introduction  \nDigital storytelling (DST) commonly refers to the process of developing a multimodal narrative (that includes pictures, video, sound effects, music or text), using digital tools . Although digital stories were primarily intended for self-expression (Hartley & McWilliam, 2009; King, 2008; Meadows, 2003b), their role in teaching and learning is becoming inevitable (Robin, 2008; Sadik, 2008) .  \nThe recent research shows that DST can facilitate both the storytelling and the integration of information and communication technology (ICT) in education, bringing many benefits for both teachers and students at all educational levels (Coutinho, 2010; Foley, 2013; Gyabak & Godina, 2011; Heo, 2009; Hung, Hwang, & Huang, 2012; Kearney, 2011; Mantei & Kervin, 2010; Verdugo & Belmonte, 2007; Yang & Wu, 2012) .  \nAlthough the introduction of ICT in kindergartens is regarded as an out-of-date subject in many developed countries (and is a well-covered topic for over fifteen years), some Eastern European countries (like Croatia that recently joined EU, or other non-EU countries) are still struggling with the introduction of ICT into compulsory education, including preschools . Consequently, no existing research has examined the value of either ICT or DST in a preschool setting in Croatia .  \nAdditionally, fears of preschool educators towards the use of ICT are currently a major topic of research (Hoffman, Park, & Lin, 2015; Kerckaert, Vanderlinde, & van Braak, 2015; Konca, Ozel, & Zelyrut, 2016; Liu, 2015; Masoumi, 2015; Nikolopoulou & Gialamas, 2015; Nolan & McBride, 2013; Turgut, Tunga, & Kiş la, 2016) . Unfortunately, as some authors point out (Jenkins, 2008, p. 15),\"the focus is still on what media are doing to children, when the emphasis should be placed on what children are doing with media\" .  \nTherefore, the aim of this paper is to address the necessity of introducing ICT through digital storytelling in preschool education as a basis for the life in a digital age .  \nII. ICT integration in early childhood education: a literature review  \nThe goal of preschool education is to support the child's development at all levels. During their early childhood, children explore their ability to create using different media and through creative movement. ICT-supported la","cbCaikYnMjIRDhDD","https://ap.wps.com/l/cbCaikYnMjIRDhDD","pdf",398315,12,"English","# I. Introduction\n## Digital storytelling (DST) and ICT integration\n## Challenges and research gaps in preschool ICT adoption\n## Aim of the paper\n# II. ICT integration in early childhood education: a literature review\n## Preschool development and ICT-supported learning areas\n## Media literacy and policy context\n## Research on ICT impacts on children","[{\"question\":\"What does digital storytelling mean in the paper?\",\"answer\":\"Digital storytelling refers to creating a multimodal narrative using digital tools, such as pictures, video, sound effects, music, or text.\"},{\"question\":\"What was compared in the Croatian preschool case study?\",\"answer\":\"The study compared children aged 6–7 learning mathematics through traditional storytelling versus learning through digital storytelling.\"},{\"question\":\"How did digital storytelling affect children and educators in the study?\",\"answer\":\"The digital storytelling group showed significant improvement in computational and mathematical problem-solving, and educators reported higher motivation and high engagement, with children completing all stories enthusiastically.\"}]","Introduction of Digital Storytelling in Preschool Education - a Case Study from Croatia | PDF",1792091313]