An Exploratory Study on the Effectiveness of Articulate Storyline in Enhancing Preservice Mathematics Teachers’ TPACK and ICT Attitudes

The integration of digital technologies in mathematics education has become increasingly important for enhancing teaching effectiveness and student engagement. In this context, developing preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) and positive attitudes toward Information and Communication Technology (ICT) is essential. A quasi-experimental one-group pretest–posttest design was employed with 40 third-year preservice mathematics teachers enrolled in an eight-week learning media course. Data were collected using validated TPACK and Attitudes toward ICT instruments, each based on 5-point Likert scales. The results revealed that: (1) preservice teachers possessed initial competencies across all TPACK components and ICT attitudes, and demonstrated significant improvements in all areas following the intervention; (2) Articulate Storyline had a statistically significant positive effect on all TPACK domains and ICT attitudes (p < 0.05), with large effect sizes for each component (d > 0.80); (3) initial levels of ICT attitude significantly influenced the development of TK, TPK, and TPACK (p < 0.05), with large effect sizes for (Technological Knowledge)TK (d = 1.076) and TPACK (d = 1.044), and a moderate effect for TPK (d = 0.674); and (4) initial levels of general TPACK (gTPACK) significantly affected post-intervention ICT attitudes (p = 0.011), with a large effect size (d = 0.882). These findings highlight the value of integrating digital tools such as Articulate Storyline into teacher education curricula to support the development of digital pedagogical competencies. The results underscore the importance of strengthening preservice teachers’ foundational ICT and TPACK knowledge to better prepare them for technology-enhanced learning environments.