The Impact of Interactive Digital Storytelling on Learner Engagement in Higher Education Humanities Courses

The main aim of this research is to explore how Interactive Digital Storytelling (IDS) can transform traditional teaching methods and enhance student engagement in higher education, particularly in the arts and humanities. The study employed a systematic literature review (SLR) guided by the PRISMA 2020 framework to synthesise existing evidence on the relationship between IDS and student engagement. A systematic search of peer-reviewed literature published between January 2020 and July 2025 was conducted across Scopus, Web of Science, ERIC, Education Source, IEEE Xplore, SpringerLink, and Google Scholar. Relevant studies were identified using predefined keywords and Boolean search strategies and were selected according to predetermined inclusion and exclusion criteria. Following the removal of duplicate records, titles and abstracts were screened, and full-text articles were assessed for relevance, methodological quality, and eligibility. Any disagreements between reviewers were resolved through discussion or consultation with a third reviewer. The selected studies were synthesised thematically and grouped according to subject area to identify patterns and evidence concerning the role of IDS in enhancing students' behavioural, cognitive, and emotional engagement. The findings indicate that IDS can increase students' interest, motivation, participation, knowledge retention, and emotional connection to learning. The integration of decision-making elements, multimedia resources, and contextualised information can promote active learning, critical thinking, and deeper understanding of subject content. However, the effectiveness of IDS depends on institutional readiness, including the availability of adequate technological infrastructure, educators' digital competencies, and effective curriculum integration. The reviewed literature also highlights challenges related to unequal levels of digital literacy, cognitive and emotional demands, accessibility, and the resources required for the development and implementation of IDS. This research contributes to the growing body of scholarship on technology-enhanced learning in the arts and humanities by demonstrating that IDS can function not only as a tool for increasing student engagement but also as a pedagogical framework for facilitating collaborative knowledge construction. It is recommended that IDS initiatives prioritise accessibility and inclusive design, alignment with educational objectives and user needs, targeted professional development for educators, and equitable institutional investment in digital learning technologies. These findings have implications for curriculum designers, educators, educational planners, and higher education decision-makers. Future research should examine the long-term effects of IDS on knowledge acquisition and retention, its applicability across diverse educational contexts, and its integration with emerging technologies such as virtual reality (VR) and augmented reality (AR) to further enhance student engagement.