Peer-reviewed article

How children learn complex environmental concepts through digital storytelling: divergent pathways to knowledge and stewardship intention.

Bian X, Brown A, Marques B · 31 Jul 2026

Abstract

Digital storytelling is increasingly employed in sustainability education to communicate complex place-based environmental issues. However, it remains unclear how primary school students encode concept-dense content during brief narrative viewing, and how such encounters relate to content knowledge (CK) and place-based sustainability stewardship intention (PESI). Using the industrial heritage of the Dagushan Iron Mine as a place-based context, this classroom follow-up study examined whether CK and PESI showed different patterns of association during brief narrative viewing. In the main phase, 452 students in Years 1-6 watched a five-minute animation and completed a seven-item CK test plus experience scales assessing experiential dimensions including interest, engagement, emotional response, audiovisual experience, educational value, and PESI. Associations were analyzed using multiple regression and structural equation modelling. CK was measured at baseline and immediately post-viewing, with a supplementary follow-up conducted 2 weeks later assessing CK and retrospective perceived cognitive load. Results showed selective uptake under brief viewing. Interest positively predicted CK, whereas audiovisual experience and educational value showed inverse associations with CK in the structural model, consistent with a processing-demand account, with additional supporting evidence from retrospective perceived cognitive-load findings at follow-up. CK was not associated with PESI; instead, PESI was linked to grade level and experiential appraisals. At follow-up, higher retrospective perceived extraneous cognitive load was associated with lower CK. Overall, brief narrative animations can support early engagement with complex environmental content, while conceptual understanding and stewardship-oriented intention may emerge through partially distinct learning processes. For classroom practice, the findings suggest that brief narrative animations are effective for introducing complex environmental topics and stimulating students' initial engagement, but should be supplemented with instructional scaffolding, guided explanation, and structured follow-up activities to support deeper conceptual understanding.