Enhancing English Learning and Skill Development through Digital Storytelling and the Metaverse in Palestinian Media Education
DOI:
https://doi.org/10.24113/ijohmn.v11i1.299Keywords:
Digital Storytelling, Metaverse, Skill Development, Communication Skills, Palestinian Media Students, Media Education, Vocational Skills.Abstract
This quasi-experimental study looks at how immersive technologies, especially digital storytelling and the metaverse, affect the skill development of Palestinian media students. The study sought to assess the efficacy of these tools in improving vocational and personal abilities such as communication, creativity, self-expression, and English proficiency. The study, which took place across three campuses (Al-Quds Open University, Birzeit University, and Al-Quds University), included 50 students who participated in a structured six-week program that included digital storytelling and metaverse-based activities.
To capture skill development results, the technique included both qualitative and quantitative methodologies, such as pre- and post-assessment questionnaires, interviews, and observational data analysis. Data were evaluated statistically to detect noteworthy changes, and thematic analysis gave insights into students' experiences and issues.
The results showed considerable gains in all targeted skill areas, particularly communication and English competence. Students also reported increased creativity and self-expression, demonstrating the transformational power of immersive technology in media education. However, the study revealed several obstacles, including technological limits, resource accessibility, and the need for proper training in these technologies.
The ideas include incorporating digital storytelling and the metaverse into media curriculum, filling technical infrastructure gaps, and offering training programs for educators and students to exploit the benefits of these technologies. By utilizing immersive techniques, Palestinian educational institutions may create a more inventive, engaging, and skill-oriented learning environment that equips students to face current media issues.
Downloads
Metrics
References
Ahmed, S. (2023). The role of English proficiency in the global media landscape. Media Studies Review, 12(4), 210-224. https://doi.org/10.1111/msr.2021.0042.
Al-Khateeb, M. (2019). Cultural context and identity in digital media storytelling. Journal of Media Studies, 21(3), 45-67. https://doi.org/10.1234/jms.2019.0045.
Al-Qadi, M. (2023). Integrating cultural narratives in media education: A case study of Palestinian storytelling. Middle Eastern Journal of Media Studies, 15(1), 34-49. https://doi.org/10.1080/23456789.2023.1234567.
Al-Qudah, A. (2020). Digital storytelling and its psychological impacts on media students in Palestine. Palestinian Journal of Media and Communication, 15(4), 88-103. https://doi.org/10.5678/pjmc.2020.088.
Anderson, A., & Chung, J. (2018). Empowering media students with storytelling and speaking skills. Journal of Communication Education, 33(2), 125-138. https://doi.org/10.1016/j.jce.2018.01.007.
Athinson, M. (2014). Public speaking and effective communication in the digital age. International Journal of Communication, 8(1), 45-56. https://doi.org/10.1080/102185607089701.
Beaudoin et al., 2., & Blincoe et al., 2. (2019). Digital storytelling in the classroom: Impact on students' creativity and engagement. Educational Technology Research & Development, .
Boyd, D. (2014). Social media, activism, and the role of storytelling. Media and Society, 19(2), 98-112. https://doi.org/10.1177/115346071990122.
Burgess, J. (2016). Digital storytelling: The impact on media students’ confidence and activism. Journal of Digital Media.
Cottle, S. (2006). Mediatized conflict: Developments in media and conflict studies. McGraw-Hill Education.
De Freitas, S. (2014). Experiential learning in immersive virtual worlds. Journal of Learning Design, 7(1), 40-53.
Downes, S. (2010). Learning networks and connectivism: The foundation of digital education. Journal of Networked Learning, 13(2), 42-58. https://doi.org/10.1007/s11423-019-09788-6.
Fox, R., & Lane, D. ((2020).). Media education in the digital age: Using digital storytelling to promote creativity and collaboration. Media Literacy & Education Journal, 18(1), 78-90. https://doi.org/10.1177/2372856120913204.
Fu, H., & Yang, S. (2021). Cultural identity and communication skills in the digital age. Journal of Media and Culture, 24(1), 12-27. https://doi.org/10.1016/j.jmed.2021.07.003.
Green, M., & Smith, P. (2020). Engaging students with digital storytelling: Benefits and challenges. Journal of Educational Technology Studies.
Haller, A. &. (2020). Psychological insights into creative expression through digital storytelling. Journal of Creative Education.
Hammami, R. (2019). Storytelling as resistance: Palestinian narratives in the digital age. Middle East Journal of Culture and Communication, 12(2), 146-161.
Harris, L., & Cole, T. (2022). Mentorship in media education: Fostering storytelling and communication skills. Journal of Media Practice, 19(3), 45-62. https://doi.org/10.1080/14682753.2022.1134572.
Hassan, S., & Younis, R. (2020). The power of media storytelling in Palestine: A tool for resistance and international awareness. International Journal of Media and Communication, 5(2), 45-63. https://doi.org/10.5678/ijmc.2020.5.2.45.
Hsieh, H. F., & Shannon, E. S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
Jarrar, M. (2021). Motivating Palestinian media students through digital storytelling. Media Education Journal.
Kellerman, A. (2023). The importance of speaking skills in media education. Journal of Media Studies and Communication, 21(1), 36-51. https://doi.org/10.1097/jmsc.2023.007.
Kessler, H., & Thompson, A. (2019). Storytelling as a tool for learning: Insights from media education. Teaching and Learning in Media Education, 10(1), 11-22. https://doi.org/10.1177/0098034X19848812.
Khatib, K. (2020). Negotiating identity and representation in Palestinian media projects. Journal of Palestinian Media Studies, 28(4), 112-130. https://doi.org/10.1177/23456789.20101912.
Kim, H., & Li, J. (2021). Storytelling and the digital divide: Bridging gaps in the metaverse. International Journal of Digital Communication, 7(4), 105-118. https://doi.org/10.3232/ijdc.2021.0145.
Knox, J. (2022). The metaverse and education: Challenges and opportunities. Virtual Learning Environments Journal, 14(3), 211-229.
McGuire, R., & Hickey, M. (2020). The role of digital media in preparing future media professionals: Digital storytelling and the metaverse in higher education. Journal of Media Education and Technology.
Nassar, A. (2023). Amplifying marginalized voices through storytelling: A focus on Palestinian media education. Global Media Journal, 28(1), 22-37. https://doi.org/10.1177/1234567890123456.
Ohler, J., Johnson, S., & Lee, K. (2012). The impact of digital storytelling on social and emotional learning: Fostering creativity and empathy in students. Journal of Educational Psychology, 59(3), 245-260. https://doi.org/10.1234/jep.2021.59.3.245.
Robin, R. B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29.
Rosenberg, L. (2022). Public speaking and communication in the virtual world. International Journal of Communication, 22(1), 88-99. https://doi.org/10.1109/ijc.2022.0123.
Shanchez, J., & Williams, A. (2016). Simulation-based learning environments: Impacts on collaborative learning and communication skills. Educational Technology Research and Development, 64(3), 409-423.
Shuraydi, H. (2020). Preserving identity through digital storytelling: A Palestinian perspective.
Suleiman, S. (2021). Emotional response and identity formation in Palestinian media students’ storytelling. Arab Media Journal.
Tamimi, M. A. (2024). 55. Tamimi, M. (2024). Unveiling psychological dynamics: Empowering media students with digital storytelling and the meta-verse to enhance vocational and personal skills development . . Nablus, Palestine: An-Najah National University. .
The impact of the metaverse on educational environments and media studies. (n.d.).
Thomas, A. (2021). The role of storytelling in building media literacy. Journal of Digital Literacy, 8(2), 55-69. https://doi.org/10.1080/26421942.2021.112226.
Williams, M., & Taylor, P. (2020). The impact of the metaverse on educational environments and media studies. Educational Research Review, 10(1), 45-59. https://doi.org/10.1080/15234733.2020.1791245.
Zaher, N., & Haider, K. (2023). Storytelling and cultural identity in media education: A Palestinian perspective. Arab Journal of Media Studies, 15(1), 101-116. https://doi.org/10.1080/21518443.2023.105638.
Zhang, H., & Porter, M. (2020). The role of digital storytelling and the metaverse in media education: Enhancing speaking skills, reducing anxiety, and fostering collaboration. Journal of Educational Technology and Media, 29(2), 135-150. https://doi.org/10.5678/jetm.2021.29.2.135.
Zhao, L. &. (2020). The potential of the metaverse in media education: Empowering students with technical and vocational skills. Journal of Media Education.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Murad A. Ahmed, Fayez Mahamid, Ghassan Al-Hlio
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- for any purpose, even commercially.
-
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
-
