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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
From Text to Narrative: Digital Storytelling in Legal Learning
1
W Fatimah Hanun Binti Wan Mohamad Saferdin, *
2
Siti Mahanisayu Binti Marhaban,
3
Izyan Farhana
Binti Zulkarnain,
4
Ikhwan Naguib Jusoh,
5
Nurul Aqmal Bin Roslan,
6
Ummi Farhani Binti Firdaus
1,2,3,4,5
Faculty of Law, Universiti Teknologi MARA (UiTM) Cawangan Sarawak,
6
Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA (UiTM) Cawangan
Sarawak
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000026
Received: 23 September 2025; Accepted: 30 September 2025; Published: 05 November 2025
ABSTRACT
This innovation introduces a digital storytelling approach to teaching the Law of Tort, with a focus on the
landmark case Donoghue v Stevenson [1932] AC 562. Traditionally, legal education relies heavily on text-
based learning which often poses challenges for students in grasping and retaining complex case principles. To
address this gap, a narrative-based video was developed to present legal case in narrative form, making it
relatable and easier to digest. The core innovation lies in the integration of storytelling and visual media to
transform case law from a static text into a dynamic learning experience. By presenting the case as a story,
students are not only able to understand the legal principles more clearly but also to appreciate the human and
social context behind the law. This educational tool leverages narrative learning theory, which emphasizes the
role of stories in enhancing memory, comprehension and critical thinking because they can connect legal
principles to the story. The video uses visuals, narration and simple scenarios to make complex legal ideas
easier to understand while keeping the law accurate. The potential benefits of this approach include increased
student engagement, improved retention of legal concepts and the development of deeper analytical skills.
Furthermore, the model is highly adaptable and can be applied across various areas of law and other
disciplines. Ultimately, this innovation demonstrates how technology and storytelling can enrich legal
education by making complex knowledge accessible, memorable and impactful.
Keywords: Digital Storytelling, Legal Education, Narrative-Based Learning
INTRODUCTION
Legal education has traditionally been dominated by text-based approaches such as casebooks, judgments, and
academic commentaries. While this method emphasizes accuracy and depth, it often presents challenges for
students in grasping and retaining complex legal principles. Traditional methods like the Socratic method,
though effective in developing analytical skills, can leave students struggling to connect abstract legal theories
with real-world applications.
As legal education moves towards more innovative and student-centred practices, integrating multimedia and
storytelling emerges as a powerful tool to enhance comprehension and engagement. By combining the case
teaching method with applied storytelling, educators can make complex legal concepts more relatable and
memorable, thereby enriching the learning experience and better preparing students for practical legal work
(Kiran, 2024).
Digital storytelling is the art of combining narrative with digital media such as images, sound, and video to
create a short story (Robin, 2016). Teachers who design their own digital stories can use them as an effective
tool not only to capture students’ interest in the subject matter, but also to encourage discussion and to make
abstract or complex concepts easier to grasp (Robin, 2008). Digital storytelling helps students grasp complex
legal concepts by contextualizing them within narratives that are easier to understand and remember. This
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
method is particularly effective in making abstract legal doctrines accessible to non-experts and novices in the
field (Jiang et al., 2024).
This project explores the use of digital storytelling in teaching tort law, specifically focusing on the landmark
case Donoghue v Stevenson, a cornerstone in the development of modern negligence law.
Problem Statement
Students frequently struggle with abstract legal principles when cases are presented in static and text-heavy
formats. This not only reduces engagement but also hinders long-term retention of legal principles. The
challenge lies in making complex legal principles accessible while maintaining legal accuracy. Current
teaching methods rarely leverage narrative-based approaches, despite the fact that stories are known to
improve memory, comprehension, and analytical skills. For example, a study by Nabihah Khairulazhar et al.
(2025) supports the notion that integrating digital tools into legal education can enhance student engagement
and comprehension by providing practical, real-world experiences.
Compared to traditional legal teaching methods that depend on lectures, casebooks, and extensive reading of
judgments, the digital storytelling approach provides a more engaging and relatable means to deliver complex
legal content. In conventional settings, students often struggle to visualise how legal principles apply in real-
life situations, as the material is presented in an abstract and text-heavy format. Furthermore, in contexts such
as Malaysian law schools, where the adoption of technology is still evolving, digital tools present significant
opportunities to improve access to quality legal education (Zhang & Tahir, 2023).
By contrast, when lecturers transform a case into a narrative-based digital story, the law is brought to life
through characters’ events and visuals that illustrate the reasoning behind the judgment. This approach enables
students to grasp legal principles more intuitively and fosters better retention and comprehension. Chan (2023)
highlights that using a five-tier storytelling framework in this way adds valuable context, emotion, and
accessibility to legal material, which might otherwise seem complex and distant. Therefore, digital storytelling
complements traditional legal pedagogy by enriching students’ engagement and understanding through
narrative techniques that align well with the flipped classroom approach.
Objectives
The project aims to:
1. Simplify the learning of complex legal principles through visual and auditory storytelling;
2. Increase student engagement, motivation and critical thinking in studying case law;
3. Provide a model of narrative-based learning that can be applied across other areas of law and education;
4. Encourage active and meaningful learning by linking legal principles with memorable narratives.
A study by Smeda et al. (2014) found that digital storytelling is a powerful teaching tool that boosts student
engagement, creativity, collaboration, and overall learning outcomes. It encourages active, student-centered
learning where learners are more motivated and take greater ownership of their learning process.
More recent research by Isaacs et al. (2024) supports these findings, showing that digital storytelling
consistently helps students build essential 21st-century skills, especially creativity, critical thinking, and
teamwork. It also helps improve digital literacy, communication, and confidence, which is particularly
valuable for students with diverse learning needs, such as English language learners. Overall, digital
storytelling creates a richer, more meaningful classroom experience for both students and teachers.
PRODUCT DESCRIPTION & METHODOLOGY
The innovation involves the development of a narrative-based video cantered on the landmark case of
Donoghue v Stevenson. The video integrates visuals, narration and simplified scenarios to retell the case in
story form, emphasizing the legal principles. Methodologically, the project draws on narrative learning theory,
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Special Issue | Volume IX Issue XXV October 2025
which highlights the cognitive benefits of storytelling in knowledge retention and critical thinking. The
development of this innovation involves several key stages to ensure its effectiveness in enhancing student
learning.
Scriptwriting
The first stage is scriptwriting based on the case facts and judgment, where the relevant facts and legal
principles
are presented in a narrative form. This approach allows students to follow the sequence of events more easily
while grasping the essential legal issues of the case.
Multimedia Production
The second stage is producing a multimedia video that combines animated images, voice-over narration,
background sound, and on-screen text. The use of these multimedia elements is intended to make the content
more engaging while simultaneously reinforcing students’ understanding and memory retention of complex
legal concepts.
Figure 1 Screenshot of the digital storytelling video
Multi-Platform Accessibility
Finally, the completed video is designed for flexible access across multiple platforms. It can be shared through
e-learning portals, social media, or used directly in classrooms, allowing students to revisit the material at their
own pace and convenience. This flexibility ensures that the innovation can reach a wider audience and support
diverse learning.
Commercialisation Potential
This model has strong potential for commercialization in legal education and beyond. Digital storytelling, by
resonating with digital natives and linking them to the curriculum, serves as one of the most effective
instructional tools available today (Dreon, 2015). It is highly adaptable across the law curriculum, as it can be
extended to cover a wide range of significant cases, thereby forming a complete and comprehensive set of
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learning materials. Beyond the field of law, the product also offers cross-disciplinary use, particularly in areas
that rely heavily on case study methods such as business, medicine, and the social sciences.
Its flexible mode of delivery further enhances its value, making it suitable for integration into various teaching
models including MOOCs, blended learning, and fully online platforms. Moreover, digital storytelling helps
users reflect on their experiences and develop their professional identity, as shown in teacher education where
it supports deeper self-expression and learning (Kim et al., 2020). The product also opens doors for
collaboration opportunities, with potential for licensing agreements with universities and other education
providers to maximize its reach and impact.
LIMITATIONS
While the project demonstrates strong potential, it may face several practical limitations that should be
acknowledged. These include resource constraints, such as limited access to video production tools, editing
software, or multimedia expertise among lecturers; technological accessibility issues, particularly when
students have limited internet connectivity or devices to view the digital content effectively; and differing
levels of faculty readiness and digital literacy to adopt this teaching approach.
Smeda et al. (2014) highlighted that limited access to technological resources can hinder the effective
implementation of digital storytelling in educational settings. Similarly, Andriani et al. (2024) found that even
when digital storytelling is introduced in higher education, challenges such as inadequate technological
infrastructure, time constraints, and limited digital skills can significantly affect its success. Although their
study focused on students, these issues often reflect broader institutional limitations that also impact educators,
especially when they are expected to facilitate and support such initiatives with limited resources or training.
To overcome these challenges, institutions could offer training and capacity-building workshops for academic
staff, establish technical support units or shared media production facilities, and ensure reliable access to
digital platforms and infrastructure for both lecturers and students. By addressing these limitations
strategically, the digital storytelling model can be implemented more effectively and sustained across various
areas of legal education.
NOVELTY AND RECOMMENDATION
The novelty of this project lies in its fusion of storytelling and digital media. Digital storytelling stands out as a
technological approach that effectively fosters students’ motivation to learn (Alismail, 2015). Unlike
traditional teaching methods that rely heavily on static lecture slides or lengthy case briefs, this approach
brings legal cases to life by framing them as relatable stories rather than abstract legal principles. By doing so,
it helps students connect with the subject matter more naturally and intuitively.
Moreover, the use of visual, auditory, and narrative elements creates a multi-sensory learning experience that
not only enhances comprehension but also strengthens students’ ability to retain and recall key legal principles.
This aligns with findings from research in language education, where digital storytelling has been shown to
improve teaching competency by engaging learners through creative, interactive methods (Subhamol V R &
Shobhana, 2025). Such integration of innovation and pedagogy transforms the way law is taught, making
complex material more accessible and memorable.
It is recommended that future projects expand this model to cover other landmark cases across different areas
of law, with the possibility of creating a comprehensive digital casebook series. Additionally, further empirical
studies should be conducted to measure its effectiveness in improving student performance and analytical
skills.
ACKNOWLEDGEMENT
The authors gratefully acknowledge the support of colleagues in completing this project. Appreciation is also
extended to the institution for encouraging innovation in teaching and learning.
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The authors used ChatGPT to assist in improving the clarity and coherence of the manuscript’s language. The
tool was not used to generate original ideas or analysis. All interpretations and conclusions are the authors’
own.
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