Digital Storytelling Videos in Kindergarten Classroom: Its Role in Learners’ Engagement and Comprehension

Abstract

Digital storytelling videos were increasingly used in kindergarten classrooms to promote learners’ engagement and enhance comprehension through multimedia-based instruction. This study aimed to examine the relationship between the use of digital storytelling videos and kindergarten learners’ engagement and comprehension during the school year 2025–2026. A descriptive–correlational and causal-comparative research design was employed involving 115 kindergarten teachers from seven sampled districts, namely Bacolod, Baloi, Kauswagan, Linamon, Matungao, Pantao Ragat, and Pantar. Findings revealed that the majority of teacher-respondents, who were predominantly female and in their mid-career stage, regularly used puppet storytelling, read-alouds, interactive stories, and animated videos. Kindergarten learners were very attentive and receptive, as shown by positive facial reactions, appropriate body language, and the ability to match pictures and sequence stories correctly. Correlation analysis showed a strong positive relationship between the use of digital storytelling videos and learners’ outcomes. Regression results indicated that animated and interactive story videos predicted behavioral involvement, while read-alouds predicted cognitive inquiry. The study concluded that digital storytelling reduced cognitive load and provided varied learning opportunities for children, and the findings served as the basis for an action plan to enhance teachers’ TPACK skills, develop instructional resources, and strengthen stakeholder collaboration to improve early literacy.