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134] Digital Media and Storytelling in Higher Education (Karakoyun & Yapici, 2016) and physics (Kotluk & Kocakaya, 2017) classes. The method can also be used for knowledge acquisition, as students using DST scored higher points on knowledge tests in biology and physics (Kotluk & Kocakaya, 2017; Karakoyun & Yapici, 2016). Several studies, also in the context of public education, have reported positive effects of DST on student attention due to its rigid timetable, creative activities with multimedia, and high student engagement (Reyes Torres et al, 2012; Karakoyun and Yapıcı, 2016; Karakoyun and Kuzu, 2016). Emotional involvement and the opportunity for visual communication also had a positive effect on the attention of students with special educational needs (Yussof et al, 2012; Matos, et al., 2015; Ying et al., 2016), but mathematical problem-solving with DST also improved the attention of preschool children (Preradovic et al., 2016). High school students presented mathematical problems in realworld contexts in their digital stories and remained focused and consistent throughout the process (Gould & Schmidt, 2010). Using a narrative schema supports deeper storage and easier retrieval of content. DST is an activity-oriented, narrative content organizing technique that facilitates deep learning (Sadik, 2008; Xu et al, 2011). The image processing stage of DST and the visualization of the product have a positive effect on visual memory, while the text writing stage serves to store the product in long-term memory (Sarica & Usluel, 2016). At the same time, the creation and reception of digital stories also support a deeper embedding of content due to the multisensory nature of the process (Matos et al., 2015). DST is an excellent tool for content organization because it helps to fuse knowledge elements into a logical unit (Robin, 2008; Hung et al, 2012). Contextualized learning allows information to be anchored to categories, which not only aids in deep learning but also facilitates retrieval (Bandi-Rao & Sepp, 2014). Deep learning also occurs due to the fact that content (re) construction is a creative process in which the creator articulates theoretical knowledge in his or her own language. According to Ohler (2013), storytelling is also useful in the educational process because it is facilitated by the emotional effects that the story evokes. In an examination of primary school students (n = 2900), Di Blas and Paolini (2013) found that DST helps students to sustain their attention and deepen their understanding of content through the systematic storage of information. In the Italian local knowledge initiative PoliCultura, the students interviewed at least one professional, and one family member and visited at least one local cultural institution during the collection of material. A further condition for participation was that the whole project had to be created collaboratively at the class level by groups of students in both formal and informal learning environments. The students were given free access to a self-developed online framework (1001 Stories), which included a template for the structure of the text and allowed them to upload the videos they had produced. Their teachers found that the topics they had worked on through
