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

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 content analysis, firstly, we can highlight a growing interest from the educational community in the need to construct narratives that contribute to improving active methodologies in the classroom, as well as their integration into technological environments. As a result of this trend, we identify the rise of terms such as ”Transmedia Narration,” ”Intelligent Learning Environments,” and ”Augmented Reality,” which are proliferating and opening new avenues of research. Another noteworthy trend can be framed in the environmental field, with numerous studies seeking to reinvent narratives to raise awareness about the need to curb climate change. Finally, we also detect a significant use of narratives to enhance medical and therapeutic processes, especially applied to the training of new professionals.