The Effect of Storytelling on Emotionalisation and Memorisation of E-learning Content in Adult Education
Abstract
This study addresses a research gap in adult education by employing a multi-method design to investigate the effect of storytelling on emotionalisation and memorisation. In a between-subjects experimental design (N = 36 working-age adults), an e-learning lesson on data protection was provided under two conditions, including either storytelling content or non-storytelling content. Emotionalisation was assessed using skin conductance response (SCR) and facial expression analysis (FEA), while memorisation was evaluated via free recall and recognition tests, complemented by perceived learning difficulty and situational interest. The storytelling group demonstrated significantly higher free recall of details but lower free recall of the topics themselves. Perceived learning difficulty was significantly lower in the storytelling group. While storytelling elicited less intense physiological arousal, there was a tendency towards more positive emotional valence and greater emotional expression in the storytelling condition, particularly with longer stimuli. These findings suggest that, in adult e-learning, storytelling specifically improves episodic memory and perceived learning difficulty, rather than general recall, especially for longer content.
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