How stories with plot and characters help students master complex scientific concepts

Contents:

• How the study was conducted
• Which type of text was more helpful for comprehension
• How the type of educational text influences other aspects of learning
• What the researchers advise textbook authors and teachers

According to traditional typology, speech and written texts can be classified into three main types: narrative, description, and reasoning. The most common type in educational materials is reasoning, which includes explanations and arguments based on cause-and-effect relationships. Reasoning texts allow for a deeper understanding of a topic by analyzing various aspects and building logical conclusions. This makes them important not only for the educational process but also for developing critical thinking in readers.

The results of several studies conducted in 2016 and 2023 indicate that students have an insufficient understanding of the basic concepts and ideas presented in reasoning texts. This emphasizes the importance of improving educational methods and materials aimed at a more in-depth mastery of key topics. The need for effective teaching and clear explanations is becoming increasingly important for improving student learning.

A study conducted by a team of researchers from ETH Zurich and Nanyang Technological University in Singapore shows that the use of scientific terminology and the complex structure of scientific texts create additional cognitive load for students. Students require significant mental effort to comprehend the material and "translate" it from scientific language into accessible language. As a result, the process of deep understanding becomes difficult due to a lack of working memory resources.

Researchers have hypothesized that adding narrative to educational materials can facilitate the learning process. By framing concepts and ideas within a familiar plot, students can present information in simple, accessible language. This approach, known as storytelling, makes the structure of the text more intuitive for students, which reduces the cognitive load on comprehension. Researchers believe that narrative educational texts contribute to increased cognitive and emotional engagement in students. This, in turn, enhances students' sense of value and evokes positive emotions during the process of mastering new material. Using storytelling in education can be an effective tool for improving understanding and retention of information.

A team of scientists conducted an experiment, the results of which were described in a scientific article. The study concerned science textbooks, but the findings may be applicable to other subjects as well. This article briefly outlines the main points of the experiment and its significance for the educational process.

How the study was conducted

The study involved 163 first-year students studying in various programs in the natural sciences. For the experiment, the organizers chose the topic of stochastic molecular processes, which are unpredictable by their nature. This topic is one of the key ones in biology, since it is closely related to the variability of living organisms. The researchers noted that students often experience difficulty studying this topic.

The authors of the experiment developed three types of text.

• A typical textbook argumentative text, in which the concept being studied is presented in a logical sequence.
• A narrative text with a plot and characters, also containing theoretical material on the topic. Explanations of the biological concept are organically woven into the stories of scientists Robert Brown and Maud Menten, who made important discoveries in this field, and the events are presented in chronological order. In preparing this material, the authors used a framework for narrative explanation of scientific concepts proposed in 2008 by researchers from the University of Alberta (Canada).
• A narrative text followed by a traditional explanation. This option uses the same story as the second type, but the theoretical material is not connected to the plot; students receive it separately. That is, the narrative does not convey the necessary knowledge, but only prepares the basis for studying the scientific concept.

The studied framework, used for developing narrative educational texts, does not provide clear recommendations for writing dialogues and creating character images. The creators of the framework only identified the main elements inherent in narrative texts and stories. This limitation can affect the quality of the reader's interaction with the text and their involvement in the plot. To improve the effectiveness of educational materials, it is important to consider not only the structure, but also details, such as the characters' personalities and their dialogue, which contribute to a deeper understanding and emotional connection with the content.

• a sequence of interconnected events;
• active characters (they cause events with their decisions and react to them);
• description of situations in the past tense.

According to the authors of the framework, there are additional narrative elements that, although not key, can significantly enrich the story. It is desirable to use them, but the absence of these elements will not interfere with the formation of a full-fledged plot. Such optional elements include:

• the figures of the narrator and the reader;
• interest in the story (it is caused by conflict, intrigue, tension in the plot);
• structure (for example, a typical three-act structure - with an introduction, development and climax of the plot, as well as a denouement at the end);
• goal (for example, to help the reader learn something new about the world around them or convey to them an emotional experience).

The authors of the experiment prepared texts for reading and developed a combined "transfer" test, which assesses students' ability to apply learned knowledge in various settings. The test includes nine questions aimed at checking the effectiveness of near-transfer - the ability to use knowledge or skills within one subject area. An additional three questions focus on far-transfer, which involves using a learned concept in another discipline, such as chemistry instead of biology. This approach allows for a more thorough assessment of the level of material acquisition and its practical application.

Before the Beginning For the experiment, students were divided into three groups. All participants completed a quiz assessing their prior knowledge of the topic. They also answered questions about their situational and sustained interest, which assessed their attitudes toward the current activity (e.g., "I'd rather be doing something else right now") and toward biology in general. Afterward, each group received a text to read. After studying the materials, the students completed a quiz assessing their information acquisition and completed the questionnaire again. This time, the questionnaire was used to measure:

• external and relevant cognitive load (external load is everything that burdens the student besides the learning task itself, from extraneous sounds in the classroom to hard-to-read fonts and distracting illustrations in the textbook, and relevant load is the process of mental assimilation and comprehension of new knowledge);
• satisfaction with the educational material and situational interest in it;
• self-efficacy - that is, the student's belief that he can cope with the topic (according to Albert Bandura's social-cognitive theory of motivation, self-efficacy is influenced, among other things, by positive emotions during learning);
• their cognitive engagement (these are attitudes about the importance of learning, the willingness to make an effort to understand new material).

Readers who read the stories of the second and third types were invited to rate the level their immersion in the story. They also had to analyze how successfully they perceived the events through the prism of the characters.

Which type of text was more helpful for comprehension

The experiment demonstrated that scientific explanation without the use of stories does not contribute to a deep understanding of the material, regardless of the students' level of preparation. Participants who studied traditional textbook texts demonstrated lower test scores compared to participants who read texts containing stories. This demonstrates the importance of the narrative approach in the educational process, which helps to better assimilate information and increase learning effectiveness.

Research shows that students' prior knowledge significantly affects the effectiveness of various storytelling methods in teaching. If a student has minimal or no familiarity with the topic, narrative explanation is most effective. This is a method in which theoretical material is integrated into the plot, which makes it easier to perceive complex information. According to the study's authors, this approach reduces cognitive load because scientific facts presented as a story with characters and events are easier to grasp than abstract concepts. Storytelling thus makes learning a topic more accessible and engaging for beginners.

Students with a deep understanding of a topic benefit most when a story precedes an explanation of a scientific concept. Research shows that for these students, simplifying the text structure and reducing abstractness are less important. They benefit from prior context, as a character-driven story helps them recall related information and integrate new knowledge into existing understanding. Furthermore, the authors note that situating a scientific theory within historical contexts makes it more grounded and allows students to see its significance in the modern world and in the lives of specific individuals. This makes learning the theory more relevant and meaningful for students. Thus, such texts effectively engage students in the topic and promote better assimilation of the material.

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Research shows that having prior knowledge does not reduce, but rather increases cognitive load. This finding highlights the importance of understanding how our prior information influences our perception of new data. When a person already has background knowledge on a topic, processing new information can become more challenging. This is because old information may conflict with new concepts, placing additional strain on cognitive resources. Thus, it is important to consider how prior knowledge shapes our perception and acquisition of new information, which has significant implications for educational methods and teaching strategies.

How the type of educational text influences other aspects of learning

The relationships between text type and other factors influencing learning outcomes show a limited number of statistically significant links. For example, the study found no significant differences in the level of cognitive engagement between the three groups of participants. This indicates that the type of text does not significantly influence student engagement. Students in the narrative explanation group reported lower levels of extraneous cognitive load compared to the other groups. Since all participants were exposed to the same conditions, it can be concluded that the reason lies in the way the information is presented. Presenting the material in a narrative manner makes it more accessible. This effect was particularly pronounced among those participants who expressed a high interest in biology during the pre-test. Thus, the use of a narrative approach can be an effective teaching tool that promotes better assimilation of educational material.

Research shows that the cognitive load, which actually contributes to the assimilation of new information and the solution of learning problems, was lowest in the group that studied standard educational materials. This explains why they demonstrated worse test results compared to other participants. Thus, the effectiveness of learning directly depends on the quality of the presented material and its ability to generate interest and active engagement of students.

Participants in both groups who were exposed to stories both preceding and related to the main educational material demonstrated higher levels of self-efficacy compared to subjects in the third group, who studied the material without the use of storytelling. A recent meta-analysis confirmed that self-efficacy, that is, belief in one's own abilities, plays a key role in academic motivation, which, in turn, is most strongly associated with improved academic performance. Using storytelling in educational processes can significantly improve student motivation and their learning outcomes.

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Storytelling techniques: explaining complex concepts without using clichés

Storytelling is a powerful tool for communicating complex ideas and concepts to an audience. To make information more accessible and understandable, it's important to avoid cliched and predictable characters. Instead, focus on creating deep, multifaceted characters that will help listeners empathize and better understand the material.

When using storytelling to explain complex topics, it's important to emphasize context and emotional connection with the audience. Creating realistic situations and conflicts helps maintain interest and makes the narrative more memorable. Instead of relying on standard archetypes, use unique character traits that reflect real-life human experiences and challenges.

Additionally, story structuring is key. Begin by capturing attention, then gradually introduce complex elements, explaining them through practical examples and illustrative metaphors. Conclude with clear conclusions that help reinforce the knowledge gained.

By applying these techniques, you can effectively explain even the most complex concepts, making them more accessible and understandable for your audience. Storytelling becomes not just a tool for conveying information but also a way to create a deep emotional response, which significantly increases listener engagement.

The experiment demonstrated that texts using storytelling have significant advantages. They are more attractive to readers and create an emotional connection, which contributes to better assimilation of information. Storytelling helps to retain the audience's attention, making the content memorable and interesting. Such texts often evoke greater response and interaction from readers, which in turn has a positive impact on engagement and conversion rates. The use of storytelling in content is an effective tool for improving SEO, as it increases the time users spend on the page and reduces the bounce rate. As a result, the introduction of storytelling elements into texts can significantly increase their effectiveness and attract a larger target audience.

• help to understand and assimilate the educational material much better;
• engage them in the topic;
• increase students' confidence in their ability to cope with the topic.

What researchers advise textbook authors and teachers

The authors of the study argue that the inclusion of storytelling in educational materials is an effective alternative to traditional textbooks. Storytelling is an accessible method that doesn't require significant investment or complex technical skills. According to the authors, it can be successfully applied to teaching various disciplines, making the learning process more engaging and memorable. The use of storytelling in educational practice improves information comprehension and increases student engagement. Before introducing narrative texts into the educational process, teachers should assess students' prior knowledge and motivation. If students are struggling with a particular topic, it may be appropriate to present it in a story format. In cases where students don't encounter obvious problems but their engagement is declining, using a narrative approach before a scientific explanation can stimulate interest and highlight the topic's relevance. Furthermore, storytelling is effective when teaching diverse groups of students with varying levels of preparation, creating a more inclusive and engaging learning environment. The study's authors emphasize that simplifying all complex texts is not advisable. Students must master and use scientific style skillfully, as these skills are essential for preparing term papers and theses. Without these skills, building a successful academic career is impossible.

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Learn also:

• What is the best way to teach: first give the theory, then the task, or vice versa?
• 6 Elements of Cognitive Load Theory That Are Important to Know
• How to Manage Cognitive Load in Learning
• How to Add Interactivity to a Course Using Characters