IJIET 2025 Vol.15(10): 2161-2171
doi: 10.18178/ijiet.2025.15.10.2414
doi: 10.18178/ijiet.2025.15.10.2414
Exploring Digital Storytelling for Enhancing Computer Science Education: A Case Study with Deaf Students
Aigerim Kydyrbekova1,2, Anara Karymsakova1,*, Gulmira Abildinova1, Meruyert Serik1,
and Ahmet Sakir Dokuz3
1. Computer Science Department, Faculty of Informatics, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
2. Computer Engineering Department, Faculty of Computer Science, Astana IT University, Astana, Kazakhstan
3. Engineering Department, Faculty of Computer Engineering, Niğde Ömer Halisdemir University, Nigde city, Republic of Türkiye
Email: aigerim.kydyrbekova@astanait.edu.kz (A.K.); karymsakova_aye@enu.kz (A.K.); abildinova_aye@enu.kz (G.A.); serik_aye@enu.kz (M.S.); adokuz@ohu.edu.tr (A.S.D.)
*Corresponding author
2. Computer Engineering Department, Faculty of Computer Science, Astana IT University, Astana, Kazakhstan
3. Engineering Department, Faculty of Computer Engineering, Niğde Ömer Halisdemir University, Nigde city, Republic of Türkiye
Email: aigerim.kydyrbekova@astanait.edu.kz (A.K.); karymsakova_aye@enu.kz (A.K.); abildinova_aye@enu.kz (G.A.); serik_aye@enu.kz (M.S.); adokuz@ohu.edu.tr (A.S.D.)
*Corresponding author
Manuscript received April 28, 2025; revised June 3, 2025; accepted June 17, 2025; published October 17, 2025
Abstract—Deaf and Hard-of-Hearing (DHH) students face persistent barriers in computer science education due to the limited accessibility of traditional instructional methods. This study investigates the effectiveness of a Digital Storytelling (DS) approach, delivered via a custom-designed platform developed specifically for this research, in enhancing computational thinking and digital literacy among DHH middle school students in Kazakhstan. An experimental pre-test/post-test design, embedded within a real-world case study, was employed to enable a controlled comparison. Participants (n = 64) were assigned to either an experimental group, which received DSbased instruction, or a control group, which followed conventional textbook-based instruction. The StoryHub platform, integrating Kazakh Sign Language (KSL), subtitles, interactive animations, and reflection tools, was iteratively tested and refined in collaboration with teachers and DHH students to ensure accessibility, engagement, and alignment with national curriculum standards.
Quantitative results demonstrated that the experimental group achieved significantly higher gains in computational thinking skills and digital literacy (p < 0.001) compared to the control group (p < 0.05), with a large effect size. Surveys and classroom observations further indicated increased motivation, active engagement, and learning autonomy among students using the DS platform. These findings highlight the transformative potential of culturally and linguistically accessible digital storytelling tools in supporting inclusive STEM education. The study offers implications for the design of future educational technologies for DHH learners and suggests that DS-based instruction can serve as a scalable, effective model for inclusive computer science education.
Keywords—deaf education, digital storytelling, inclusive and special education, accessible tools, deaf and hard of hearing
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Quantitative results demonstrated that the experimental group achieved significantly higher gains in computational thinking skills and digital literacy (p < 0.001) compared to the control group (p < 0.05), with a large effect size. Surveys and classroom observations further indicated increased motivation, active engagement, and learning autonomy among students using the DS platform. These findings highlight the transformative potential of culturally and linguistically accessible digital storytelling tools in supporting inclusive STEM education. The study offers implications for the design of future educational technologies for DHH learners and suggests that DS-based instruction can serve as a scalable, effective model for inclusive computer science education.
Keywords—deaf education, digital storytelling, inclusive and special education, accessible tools, deaf and hard of hearing
Cite: Aigerim Kydyrbekova, Anara Karymsakova, Gulmira Abildinova, Meruyert Serik, and Ahmet Sakir Dokuz, "Exploring Digital Storytelling for Enhancing Computer Science Education: A Case Study with Deaf Students," International Journal of Information and Education Technology, vol. 15, no. 10, pp. 2161-2171, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).