Storytelling as a Pedagogical Tool in Computer Science Education: A

Case Study on Software Systems Veriﬁcation and Validation

Bogdan Iudean

Babes¸-Bolyai University, Faculty of Mathematics and Computer Science, Computer Science Department,

Cluj-Napoca, Romania

Keywords:

Computer Science Education, Digital Storytelling, Software Systems Veriﬁcation and Validation.

Abstract:

This position paper explores the potential of storytelling as a teaching method in Computer Science Education.

It addresses the challenges faced in traditional teaching methods and advocates the effectiveness of storytelling

in enhancing students’ understanding and engagement. The paper presents a case study on using storytelling in

teaching Software Systems Veriﬁcation and Validation, evaluating its impact on students’ learning outcomes

and feedback. It also discusses potential objections and limitations of this method, providing counterarguments

based on ﬁndings and previous studies. The paper concludes with reﬂections on the potential of storytelling

in Computer Science Education and suggestions for future research and practice.

1 INTRODUCTION

Imagine a world where computer science is not just

about coding and algorithms, but also about stories.

Picture a classroom where students are not just listen-

ing to lectures, but are captivated by tales that bring

concepts to life. This is the vision we are exploring,

the integration of storytelling into computer science

education.

Computer Science (CS) (Committee, 2016) is a

rapidly evolving ﬁeld that has a signiﬁcant impact on

various aspects of human life, such as communica-

tion, entertainment, health, education, and security.

However, Computer Science Education (CSE) faces

many challenges (Webb et al., 2017), (YeckehZaare

et al., 2022), (Wang, 2021) in preparing students to

become competent and creative problem solvers in the

digital age. According to (Towey and Chen, 2015),

some of these challenges, especially when teaching

subjects like Software Systems Veriﬁcation and Vali-

dation (SSVV), include students’ lack of understand-

ing of the big picture of the learned concepts, difﬁ-

culty in linking the learned concepts to real-world ap-

plications, and low levels of engagement and motiva-

tion in the classroom. Moreover, traditional teaching

methods, such as lectures, textbooks, and exams, may

not be sufﬁcient or effective in fostering students’

computational thinking skills, creativity, and collab-

https://orcid.org/0000-0001-6233-3570

oration. Therefore, there is a need for new and inno-

vative teaching methods that can address these chal-

lenges and enhance students’ learning outcomes and

experiences.

Storytelling, a promising teaching method, has

gained attention in recent years (Barchas-Lichtenstein

et al., ; Landrum et al., 2019). It conveys mes-

sages, emotions, and values through narratives, with

its versatility facilitating already various educational

ﬁelds, including fostering creativity in Architecture

Design (Lee et al., 2023) and enhancing data literacy

in Data Science (Li et al., 2023). As a pedagogical

tool, storytelling practices have extended even to en-

couraging students to create digital stories themselves

(Orhan G

oks

un and G

ursoy, 2022), which are multi-

media products that combine text, images, sound, and

animation.

This paper aims to advocate for the assertion

that storytelling, whether facilitated by the teacher or

guided to be crafted by students themselves, provides

a meaningful additional educational tool for Com-

puter Science students. We advocate for the idea that

this approach mitigates consecrated CS problems by:

• aiding students in understanding the big picture of

the learned concepts,

• bridging the gap between the theoretical concepts

and real-world problems and solutions,

• increasing students enjoyment of computer sci-

ence education.

Iudean, B.

Storytelling as a Pedagogical Tool in Computer Science Education: A Case Study on Software Systems Veriﬁcation and Validation.

DOI: 10.5220/0012687300003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 2, pages 557-564

ISBN: 978-989-758-697-2; ISSN: 2184-5026

557

The paper is organized as follows: Section 2 out-

lines the current challenges in Computer Science Ed-

ucation. In Section 3 we present our position on the

use of storytelling in teaching computer science con-

cepts, along with a case study on teaching software

testing concepts. Section 4 provides several counter-

arguments to our position and also explanations on

why our position is still valid. Section 5 outlines the

conclusions and offers some further future research

actions.

2 CHALLENGES ON COMPUTER

SCIENCE EDUCATION

In this section, we explore the fundamental challenges

within computer science education, elucidating the

gaps in comprehensive understanding, real-world ap-

plicability, and student engagement. Additionally, we

underscore the pertinence of these challenges in spe-

cialized subjects like Software Systems Veriﬁcation

and Validation (SSVV), highlighting the critical need

for innovative teaching approaches to enhance the ed-

ucational experience in these domains.

2.1 Lack of Big Picture

In the context of CSE, the “big picture” refers to the

holistic understanding of how individual concepts and

topics interrelate and contribute to the broader ﬁeld.

However, students often learn these topics in isola-

tion, making it difﬁcult for them to see how these

pieces ﬁt together (Tim, 2018) to form a coherent

whole. This disjointed learning experience can lead

to a fragmented understanding of the subject (Tim,

2018), where students see multiple topics spread over

several years as a disjoint set of independent academic

ideas and practical skills that do not necessarily have

an obvious purpose.

SSVV is a discipline that sits at the intersection of

several complex domains (Clear et al., 2019). It in-

volves ensuring that a system meets speciﬁed require-

ments (veriﬁcation) and that it fulﬁlls its intended pur-

pose (validation). This requires a deep understand-

ing of both the system under test and the principles of

SSVV.

The importance of imparting Software Testing

(ST) concepts in education is increasingly recognized.

The Computing Curricula 2020 (Clear et al., 2019)

advocates for a competency-based approach to com-

puting. In the ﬁeld of Software Engineering (SE),

Veriﬁcation and Validation are assigned a competency

level ranging from 3 to 5 for undergraduate students

(in terms of computing knowledge). Essential ST

skills highlighted in the SE competencies include the

ability to perform integrative testing and analysis of

software components using the black-box method,

conduct regression testing of software components,

utilize suitable testing tools for testing, and devise and

implement strategies for test case design.

Moreover, the systems that are subject to SSVV

are often complex in their own right. They can in-

volve multiple interacting components, each with its

own logic and behavior. Understanding these systems

requires a solid grasp of various Computer Science

concepts (Cheah, 2020), from algorithms and data

structures to software engineering and artiﬁcial intel-

ligence.

Addressing this challenge requires a shift in the

way Computer Science traditionally is taught. Instead

of teaching topics in isolation, educators need to focus

on showing students how individual concepts ﬁt into

the larger context of the ﬁeld. This approach can help

students see the relevance of what they are learning,

thus enhancing their understanding and engagement

with the subject (Webb et al., 2017).

2.2 Missing Link to Real-World

Scenarios

Another signiﬁcant challenge in CSE and SSVV is the

difﬁculty students face in linking the learned concepts

to real-world applications. This issue stems from the

abstract nature of many Computer Science concepts,

which can make it difﬁcult for students to see their

practical applications (Sezer and Namukasa, 2021).

This challenge is particularly pronounced in

SSVV, where the complexity of the systems under

test and the intricacy of the veriﬁcation and valida-

tion processes can make it difﬁcult for students to see

the real-world relevance of what they are learning.

For instance, a student may understand the concept of

a black box testing boundary value analysis (Sholeh

et al., 2021) in theory, but may not be able to see how

it is used to verify the correctness of a real-world soft-

ware system.

Moreover, the rapid pace of technological ad-

vancement means that the real-world applications of

Computer Science and SSVV are constantly evolving

(Yazdanian et al., 2021). This can make it even more

challenging for educators to provide up-to-date, rel-

evant examples of how concepts taught in class are

used in practice.

Addressing this challenge requires a pedagogical

approach that emphasizes real-world applications and

provides students with ample means to understand

how the concepts they learn are applied in practical

scenarios.

CSEDU 2024 - 16th International Conference on Computer Supported Education

558

2.3 Lack of Engagement

In the context of Computer Science education, lack

of student engagement can be a signiﬁcant challenge

(Sinclair et al., 2015). This issue can manifest itself in

various forms, such as low participation in class dis-

cussions, minimal interaction with course materials,

and lack of enthusiasm for practical assignments.

One of the primary reasons for this lack of engage-

ment is the abstract nature of many Computer Science

concepts. Students often ﬁnd it difﬁcult to relate these

abstract concepts to real-world applications (Mirolo

et al., 2022). This disconnect can lead to a lack of in-

terest and engagement in the subject matter. Another

contributing factor is the rapid evolution of technol-

ogy. The fast-paced changes in the ﬁeld can make

some of the curriculum content seem outdated, lead-

ing to a perception that the material is not relevant.

This perception can signiﬁcantly reduce student en-

gagement.

Moreover, the traditional lecture-based teaching

methods used in many Computer Science classes do

not cater to the diverse learning styles of students.

These methods often fail to provide an interactive

learning environment, which is crucial for engaging

students.

Addressing this challenge requires a shift in peda-

gogical approach. Incorporating interactive teaching

methods, such as digital storytelling, can cater to di-

verse learning styles. Utilizing technology for virtual

labs and online discussions can also foster an engag-

ing learning environment. By doing so, we can ensure

that Computer Science education is inclusive, effec-

tive, and stimulating for all students.

3 STORYTELLING APPROACH

IN TEACHING COMPUTER

SCIENCE CONCEPTS

In this section, we assert our position on the use

of storytelling in teaching computer science con-

cepts, emphasizing its transformative potential and

impact in CSE. Additionally, we provide insights

from our personal case study, employing storytelling

as a teaching method for SSVV.

Throughout this paper, the term “storytelling”

will be used as an umbrella term covering all vari-

ations of educational acts involving the exposure of

students to a narrative involving a scenario.

3.1 Impact and Beneﬁts of Storytelling

in Teaching Computer Science

Concepts

This section explores how storytelling techniques

and their integration are harmonizing with estab-

lished pedagogical methods, offering a multifaceted

approach in CSE. Through contextual narratives that

bridge theoretical concepts to real-world scenarios,

we explore their beneﬁts not only in fostering a com-

prehensive understanding but also in signiﬁcantly en-

hancing student engagement.

3.1.1 Storytelling Fosters Comprehensive

Understanding

The integration of storytelling in Computer Science

Education, particularly in subjects like SSVV, pro-

vides a unique opportunity to contextualize learning,

making abstract concepts more relatable and under-

standable.

Storytelling allows the presentation of complex

computer science concepts in a more digestible for-

mat. The (Saritepeci, 2021) study found that Digi-

tal Storytelling Activities (DST) in Science class had

a positive effect on instructional effectiveness and

learners’ satisfaction. By presenting computer sci-

ence concepts within the framework of a story, stu-

dents may ﬁnd it easier to understand and remember

these concepts. The study (Saritepeci, 2021) supports

this by showing that DST implementation made learn-

ers have a high level of satisfaction during the learn-

ing process.

Storytelling can help students see the relevance of

computer science in their everyday lives. Another re-

search project aimed to create a constructivist learn-

ing environment with digital storytelling. The (Smeda

et al., 2014) research investigated the pedagogical as-

pects of digital storytelling and the impact of digi-

tal storytelling on student learning when teachers and

students use digital stories. Through storytelling, stu-

dents can see how computer science principles ap-

ply in real-world scenarios, enhancing their under-

standing and retention of the material. The research

(Smeda et al., 2014) supports this by suggesting that

digital storytelling is a powerful tool to integrate in-

structional messages with learning activities to create

more engaging and exciting learning environments.

Storytelling can foster a more inclusive learning

environment in computer science education. Incor-

porating diverse narratives into the curriculum can

help to engage a broader range of students (Vivitsou,

2018). Storytelling can help to break down barri-

ers and make computer science more accessible for

Storytelling as a Pedagogical Tool in Computer Science Education: A Case Study on Software Systems Veriﬁcation and Validation

559

students of diverse backgrounds. The (Smeda et al.,

2014) research supports this by suggesting that dig-

ital storytelling is a meaningful approach to creating

a constructivist learning environment based on novel

principles of teaching and learning.

3.1.2 Bridging Theory and Practice Through

Storytelling

Storytelling in Computer Science Education, particu-

larly in subjects like SSVV, serves as a powerful tool

for linking theoretical concepts to real-world applica-

tions, thereby enhancing the practical understanding

of students.

Storytelling provides a platform for demonstrat-

ing the real-world applications of computer science

concepts. The (Rainer, 2021) study found that sto-

rytelling in human-centric software engineering re-

search can contribute to data collection, data analy-

ses, ways of knowing, research outputs, interventions

in practice, and advocacy, and can integrate with ev-

idence and arguments. By incorporating real-world

scenarios into stories, students can see the practical

applications of the concepts they are learning, which

can enhance their understanding and interest in the

subject. The study (Rainer, 2021) supports this by

showing that storytelling implementation made learn-

ers have a high level of satisfaction during the learn-

ing process.

Storytelling can help students understand the im-

pact of computer science on society. Another research

project, (Trichopoulos et al., 2023), aimed to create a

constructivist learning environment with digital sto-

rytelling. The research investigated the pedagogical

aspects of digital storytelling and the impact of digi-

tal storytelling on student learning when teachers and

students use digital stories. Through storytelling, stu-

dents can gain insights into how computer science

concepts and technologies impact society, which can

motivate them to learn more and contribute positively

to the ﬁeld.

3.1.3 Enhancing Engagement with Storytelling

Incorporating storytelling as a pedagogical tool can

also be an effective strategy to enhance student en-

gagement. Storytelling can make the learning process

more heuristic, interactive, and relatable, thereby in-

creasing student interest and participation.

The adoption of Story Programming in computer

science has gained prominence for its pronounced im-

pact on student engagement and learning outcomes.

Studies in the domain of engineering education have

shown that the incorporation of storytelling as an in-

structional aid fosters critical thinking (Osgood and

Bressan, 2021). This robust body of research supports

the claim that Story Programming serves as a com-

pelling tool not only for engaging students but also

for enriching their overall learning experience.

Storytelling in the form of Story Programming

brings a strong factor of engagement that can motivate

students to attend the lab out of sheer curiosity for the

story outcome even when they were supposed to be

absent. While this is a bold claim, it is grounded in the

ﬁrst storytelling experiments that we conducted at our

University, Babes-Bolyai University of Cluj-Napoca,

in 2021 (L

orincz et al., 2021). Through a carefully

designed experiment, we introduced various gamiﬁ-

cation and alternative teaching methods in the SSVV

classes, among which storytelling showed promising

results.

3.2 Case Study: Using Storytelling in

Teaching SSVV Concepts

Drawing from our own experiences in the implemen-

tation of storytelling techniques for the SSVV labora-

tories, we continued to experiment with the design of

the narrative method.

We will brieﬂy describe the methodology for

teaching SSVV concepts with our latest narrative ap-

proach and a short overview of open-ended feedback

collected to enforce our claims.

3.2.1 Our Design on Using Storytelling for

SSVV Laboratory Work

The SSV labs spanned the entire semester (12 weeks)

for third-year students, with each lab lasting 2 hours.

Students collaborated in pairs on tasks assigned for

in-class implementation. The labs covered a diverse

range of subjects, including Black Box Testing, White

Box Testing, Integration Testing, and Web Testing.

Incorporating storytelling into the lab sessions has

been seamless, acting as a supplementary tool with-

out disrupting the existing structure. This integra-

tion enhanced the learning experience by providing

an additional layer of engagement while still relying

on the traditional activities of problem solving during

the rest of the lab. The stories introduced were care-

fully tailored to align with the subject matter covered

in each session.

The storytelling teaching method centers around

a series of interconnected stories featuring Tudor the

Tester, a ﬁctional Stone Age character responsible for

validating the development of the ﬁrst-ever stone-age

car. Through these narratives, we impart crucial test-

ing concepts, employing primitive-themed yet imag-

inative representations of modern testing tools and

CSEDU 2024 - 16th International Conference on Computer Supported Education

560

strategies. At the beginning of each lab, the teacher

presented short stories using live narration, accompa-

nied by animated presentations. The visual presen-

tations featured custom-made, illustration-rich slides

depicting a cartoon-like scenery. In these slides, the

characters moved and interacted with each other and

with technologies, as illustrated in Figure 1. The nar-

ratives serve as an engaging introduction, seamlessly

blending humor and educational content. Despite Tu-

dor the Tester’s frequent humorous failures, the sto-

ries set the stage for the day’s learning objectives.

Figure 1: Sample from the Black Box Testing laboratory

slides.

The laboratories themselves involve hands-on ex-

ercises, often completed in teams. This team-based

approach has proven to be a key factor in the posi-

tive experiences reported by students. The interactive

and immersive presentations delivered by the profes-

sor at the beginning of each lab have been consistently

highlighted as a source of enjoyment and understand-

ing. The use of team-based exercises and take-home

components has also contributed to a relaxed yet pro-

ductive learning atmosphere.

3.2.2 Impact Analysis of Storytelling on Student

Engagement and Concept Understanding

In response to inquiries regarding the utilization of

storytelling and their grasp of concepts, the students

provided valuable insight. This comprehensive feed-

back forms a crucial part of our exploration into the

effectiveness of storytelling as a pedagogical tool in

computer science education.

The students have been provided an open-ended

feedback question: Mention some aspects that gave

you a pleasant experience in the learning process

based on the Laboratory Activities.. A short summary

of samples from the positive responses is listed:

• “Probably the most memorable aspect was the

laboratory teacher. I thought that his presenta-

tion and teaching style was very enjoyable and

efﬁcient, and I loved the presentations he made.

I thought they were both entertaining and educa-

tional. Similarly to the seminar, I liked that the

lab activities were team-based, and also the fact

that they had a take-home component.”

• “The teacher made the labs with cool presenta-

tions and stories, which i liked alot.”

• “I loved the story telling and enthusiasm of the

teacher.”

• “The presentations of the teacher were the best.”

• “The story that was presented, with the cave man

and so on, it was a cool story honestly.”

• “The immersive presentations done by the lab

teacher.”

• “Teachers’ highly interactive method of teach-

ing.”

Reﬂecting on the responses, a high level of sat-

isfaction and engagement can be drawn from the ex-

perimental storytelling method. The comments con-

sistently praise the teachers’ presentations, describing

them as both entertaining and educational. The use

of storytelling is frequently cited as a memorable and

enjoyable aspect, contributing to an overall positive

and relaxed learning experience. The approachabil-

ity and enthusiasm of the teacher, coupled with the

team-based activities, have garnered acclaim, creat-

ing an environment where students feel encouraged

to ask questions and seek help. The integration of

Stone Age-themed stories collectively contributes to

a multifaceted learning experience that resonates with

students.

On the other hand, the negative feedback included

the following statements:

• “nothing was particularly pleasant. More like it

was a pleasant feeling when I ﬁnally managed to

understand and ﬁnish the assignments.“

• “Eh.. I was not too found of laboratories :D”

• “I didn’t particularly enjoy the lab assignments,

but they taught me a lot.”

It is essential to acknowledge that storytelling, as

a teaching method, may not cater comprehensively to

all learning styles. While these negative responses

were anticipated, the overall positive ratio of feed-

back encourages us to further reﬁne and diversify our

approach. This constructive criticism motivates us to

explore ways to make storytelling in education even

more inclusive, ensuring a richer learning experience

for all students.

One student provided a detailed feedback on the

laboratory activities, stating: “Looking back at the

laboratory activities, several aspects provided a pleas-

ant learning experience:

Storytelling as a Pedagogical Tool in Computer Science Education: A Case Study on Software Systems Veriﬁcation and Validation

561

1. Hands-on Learning. The labs offered a practi-

cal learning environment, which I found engaging

and exciting. There’s something truly satisfying

about seeing theories come to life and directly ap-

plying what I’ve learned in lectures.

2. Collaborative Environment. Labs often required

teamwork, which added an interactive element to

the learning experience. It was both enjoyable and

rewarding to solve problems together and learn

from my peers’ perspectives and approaches.

3. Real-World Relevance. The presentations, prob-

lems and tasks in the labs often mirrored real-

world scenarios. This connection made the learn-

ing more meaningful and engaging as it showed

the practical relevance of the concepts we were

learning.

4. Experimentation. The labs provided an opportu-

nity for experimentation, which was both fun and

educational. Making mistakes, troubleshooting,

and eventually ﬁnding solutions was a fulﬁlling

process that deepened my understanding of the

subject.

5. Guided Learning. Although labs provided room

for independent work, the availability of guided

instructions and help from lab instructors when

needed created a supportive and conducive learn-

ing environment. This balance boosted my conﬁ-

dence and made the learning process enjoyable.

6. Progressive Difﬁculty. The labs were designed

with increasing levels of complexity, which made

them challenging but also very rewarding. Over-

coming each stage gave a sense of accomplish-

ment that added to the overall pleasant experi-

ence.”

The student ﬁnalized his/her feedback with the state-

ment “Overall, these aspects of the lab activities

greatly enhanced my learning experience, making it

both enjoyable and beneﬁcial.”

In conclusion, our initiative into experimental sto-

rytelling in SSVV laboratories has not only enriched

the teaching of testing concepts, but has also estab-

lished a positive and engaging environment for both

students and educators. Embracing storytelling as

part of our educational toolkit while keeping the tradi-

tional teaching approaches has brought one extra step

towards a more modern and efﬁcient teaching and

learning experience. The evidence collected through

open-ended feedback reinforces the success of this

approach, emphasizing its effectiveness in fostering

a memorable and enjoyable learning journey.

4 COUNTERARGUMENTS AND

EXPANSIONS ON OUR

POSITION/STANDPOINT

In this section, we delve into counterarguments sur-

rounding the integration of storytelling in education,

acknowledging potential challenges. As an alter-

native teaching method not fully formalized, under-

standing both its potentials and limitations is impor-

tant for a comprehensive assessment.

While storytelling can indeed make complex com-

puter science concepts more digestible, a potential

counterargument could be that it may oversimplify

these concepts. This oversimpliﬁcation could poten-

tially lead to a lack of depth in understanding. For ex-

ample, while a story might make a concept easier to

grasp initially, it might not fully capture the complex-

ities of the concept. On a similar note, storytelling

might not cater to all learning styles. Although some

students may ﬁnd narrative-based learning engaging,

others may prefer more traditional, direct methods of

instruction. Despite these arguments, we advocate

for integrating storytelling’s oversimpliﬁcation along-

side traditional teaching methods’ rigor to enhance

the educational experience. Storytelling could poten-

tially simplify and reduce the cognitive load (Sweller,

2020) in initial subject interactions, setting the stage

for addressing more complex aspects through estab-

lished educational methods, creating a heuristic learn-

ing journey.

Creating and implementing narrative scenarios in

a curriculum can be time-consuming and resource-

intensive (Falcon, 2012). Teachers may lack the

technical knowledge of creating animated presenta-

tions, or these may take a signiﬁcant amount of time

to implement. Despite these arguments, it is cru-

cial to recognize the ﬂexibility inherent in storytelling

methods. While formalization and standardization of

teaching resources for storytelling can be demanding,

it is important to emphasize that storytelling in edu-

cation manifests itself in various lightweight forms.

From oral presentations to computer-assisted, ﬁlm-

like methods (Hagedorn et al., 2023) and gamiﬁed

approaches (Karram, 2021) to interactive cooperative

games (Bell and Vahrenhold, 2018), storytelling of-

fers a spectrum of options with differing levels of im-

plementation effort.

Moreover, storytelling is highly dependent on the

narrative skills of the educator. If the educator is not

adept at crafting and delivering engaging and accu-

rate stories, the effectiveness of this method could be

compromised. Despite these arguments, in line with

our thesis, we promote storytelling as a teaching ap-

proach that does not require the teacher to deliver the

CSEDU 2024 - 16th International Conference on Computer Supported Education

562

story personally. This allows for engaging activities,

such as designating students to craft a subject-related

story for bonus points, and presenting it in the follow-

ing lesson (G

ursoy, 2021).

5 CONCLUSION AND FUTURE

WORK

In this position paper, our objective is to advocate for

the assertion that storytelling, whether facilitated by

the teacher or guided to be crafted by students them-

selves, provides a meaningful additional educational

tool for computer science students. This approach

helps to understand the big picture of the concepts

learned, linking them to real-world problems and so-

lutions, and ultimately increasing their enjoyment of

computer science education.

The main beneﬁts of incorporating storytelling

into computer science education include improved

comprehension, real-world application of theoretical

knowledge, and increased student engagement.

Looking ahead, there are speciﬁc actions to be

taken to further investigate storytelling in the context

of computer science education. Expanding its ap-

plication to a wider range of subjects and creating a

common theme for stories across various ﬁelds could

make the concepts more interdisciplinary and univer-

sally applicable.

One avenue for improvement is to enhance the

effectiveness of our animated live narrations, poten-

tially addressing more learning modes and prefer-

ences to cater to a diverse student audience.

Another important area for future research is to

delve deeper into the long-term impact of storytelling

on the retention and application of computer science

concepts beyond the immediate learning context.

In addition, it is important to explore ways to

make storytelling more accessible and inclusive, con-

sidering different learning styles and backgrounds

among students.

We hope that this research encourages researchers

to explore other avenues in the integration of story-

telling within Computer Science Education, fostering

continuous innovation and improvement in pedagogi-

cal approaches.

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