Promoting Character Strengths through Digital Storytelling Intervention: Evidence from Hong Kong

Research on the impact of strengths interventions on children remains limited, as does our knowledge regarding the efficacy and suitability of individually-focused interventions within a school environment (Quinlan et al., 2012). Unlike many other learning activities, Digital Storytelling (DST) capitalises on students' own experiences, values and emotions for a stronger foundation to motivate the construction of positive values and learning new knowledge. DST has emerged as a pedagogical tool with multiple advantages in the 21st century. This study aimed to enhance character strengths in primary students by implementing tailor-made English DST at one local primary school using design-based research. Interviews with teachers revealed that DST was perceived to better facilitate the teaching of character strengths, enhance student engagement, and promote active learning compared to traditional storytelling. The benefits of DST included increased active learning, reduced teachers' stress, timesaving, and enjoyable experiences. The drawbacks of DST included potential limitations for children in under-resourced areas, challenges for teachers with low digital literacy, and the possibility of promoting educational inequalities. Implications such as co-designing the curriculum with the school teachers and providing professional training to teachers are made in the presentation.