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Students' Use of Digital Storytelling in University Mathematics Education: A Case Study
Abstract
Storytelling has long been recognized for its cognitive and affective benefits and its digital counterpart (DST) is increasingly valued as an educational technology. However, its use in university mathematics education remains underexplored. This chapter presents a case study of undergraduate mathematics students who created DST videos to illustrate concepts such as function, limit, derivative and integral. Drawing on interviews with students who produced seven videos, the study examined (1) how students designed, implemented and reflected on their projects; (2) the emotional responses elicited during production; and (3) how these experiences shaped their views on DST's pedagogical utility. Findings indicate that students engaged in structured planning, integrated personal experiences and employed creative approaches. The process generated various emotions—ranging from anxiety to excitement and pride—while fostering mathematical understanding and reflection. All participants expressed intent to use DST in future teaching, underscoring its potential to humanize mathematics learning.
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