A bibliometric approach to storytelling as a tool for learning in higher education

Abstract

It is becoming increasingly common to integrate new ways of working into training processes that allow us to learn about didactic phenomena from different perspectives and approaches. Storytelling is one of these options, which allows us to approach, through narratives, the experiences of students as well as interpretations of these phenomena filtered by their subjectivity. This tool optimises its potential by integrating technology to create spaces and opportunities which will generate narratives. Under this consideration, this paper proposes, from a bibliometric perspective, to analyse the scientific production on the use of Storytelling as a tool for learning in the Scopus database. The sample consists of 198 articles published between 2014 and 2023, to which different bibliometric techniques (bibliographic linking, co-citation and co-occurrence) are applied. The results show a growing scientific production on this phenomenon, with higher indexation in the areas of Social Sciences and Arts and Humanities. Most of the publications are in English-language journals, the United States and Australia being the countries where most of the studies are contextualised, and with a notable impact of the publications, considering the number of citations. Finally, in relation to co-occurrence, higher education stands out as an educational stage, and also the adult population as a participant. It is concluded, therefore, that Storytelling can have a notable relevance in student learning, and its integration in educational phenomena is postulated as necessary.