Active breaks and Digital Storytelling: Impact on Psychological Variables and Learning in Primary Education
DOI:
https://doi.org/10.51698/aloma.2025.43.2.62-72Keywords:
Active learning, motivational regulation, multimedia narrative, psychological satisfaction, student satisfactionAbstract
In current education, promoting healthy habits from school and adapting to the methodological, techno-logical, and psychological demands of a digitally native student body is essential. The aim of the present study was to assess the effect of Active Breaks with Digital Storytelling on academic motivation, the satisfaction of basic psy-chological needs, flow state, and content assimilation, considering context, gender, and age, as well as to examine teachers’ perceptions regarding this implementation. A longitudinal quasi-experimental design with pre- and post-intervention measurements was used on a sample of 808 students (391 girls and 417 boys) aged 9-13 (M = 10.4, SD = 1.04) from 16 educational centers in Toledo, Spain. The results showed significant improvements in intrinsic motivation, basic psychological needs, flow and content assimilation, highlighting its impact on both genders, students from urban and younger backgrounds. Likewise, the teaching staff considered the implementation of Active Breaks with Digital Storytelling to be effective and feasible, highlighting its ability to motivate students and enhance learn-ing. The findings showed that Active Breaks with Digital Storytelling represent an effective strategy to improve moti-vation, educational immersion, psychological well-being, and academic performance in Primary Education.
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