LakBayan: An Interactive Digital Storybook for Enhancing the Cognitive Skills of Early Childhood Learners

The integration of EdTech tools in early childhood education involves data-driven resources to provide a meaningful learning experience for children. In line with the Department of Education’s policies on ICT integration, this study aims to design, develop, and validate the LakBayan: An Interactive Digital Storybook. The participants of the study included an intact section of 29 Grade 1 pupils and 6 evaluators. Using a descriptive-developmental design with a quasi-experimental approach, the study first described the learners’ baseline cognitive skills and the systematic development and evaluation process of LakBayan. Results revealed that post-test scores improved after the intervention. Statistical analysis confirmed a significant difference between the pre-test and post-test scores, evaluating the effectiveness of LakBayan in enhancing the cognitive skills of young learners. The study concludes that LakBayan is a reliable digital resource in ECE, with implications for parent guiding, teacher training, curriculum design, and policy development in the Philippine context.

Early childhood education; ICT integration

1. Al-Akaidi, A., Bakizat, A., & Aizan, N. (2025). The impact of digital storytelling-based learning environment on young children's science process skills. Emerging Science Journal, 9(5BED), 1–19. https://doi.org/10.28991/ESJ-2025-SIED1-02 [Google Scholar] [Crossref]

2. Amin, Z., El Sayed, M., Tajar, F., & Francis, O. (2021). The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. Cogent Psychology, 8(1), 2004872. https://doi.org/10.1080/23311908.2021.2004872 [Google Scholar] [Crossref]

3. Annuar, F. Z. F., Rosdi, S. I., Mohamed, S. M., Al-Ghamdi, S. S., & Othman, Z. (2025). Enhancing early childhood cognitive development via mobile game-based learning applications. International Journal of Interactive Mobile Technologies (iJIM), 19(4), 209–218. https://online-journals.org/index.php/i-jim/article/view/51897 [Google Scholar] [Crossref]

4. ASCD Express. (2025, May 2). Teaching for attention: Using multimedia to focus young learners. ASCD Express, 20(10). https://www.ascd.org/ascd-express/vol20/vol20n10/teaching-for-attention-using-multimedia-to-focus-young-learners [Google Scholar] [Crossref]

5. Busch, M. (2025, May 20). A child’s first 8 years can lead to lifelong success: Why The 74 is digging deeper into early care and education. The 74. https://www.the74million.org/zero2eight/a-childs-first-8-years-can-lead-to-lifelong-success-why-the-74-is-digging-deeper-into-early-care-and-education/?utm_source=copilot.com [Google Scholar] [Crossref]

6. Cordano, M. A. (2025). Utilization of digital storytelling materials and early childhood cognitive development in Philippine preschool settings. Pantao Journal of Education and Research, 12(1), 69–85. https://pantaojournal.com/wp-content/uploads/2025/06/69-Cordano-Revised.pdf [Google Scholar] [Crossref]

7. Department of Education Bataan. (2025, February). CANVA’s transformative role in empowering educators and driving modern educational innovation. https://depedbataan.com/wp-content/uploads/2025/02/CANVAS-TRANSFORMATIVE-ROLE-IN-EMPOWERING-EDUCATORS-AND-DRIVING-MODERN-EDUCATIONAL-INNOVATION.pdf [Google Scholar] [Crossref]

8. DepEd LRMDS: Learning Resource Management and Development Section. (2024). DepEd PH. https://depedph.com/lrmds-learning-resource-management-and-development-section [Google Scholar] [Crossref]

9. Edutopia. (2025, February 5). Using common tech tools to support social and emotional learning. Edutopia. https://www.edutopia.org/article/edtech-tools-support-sel/ [Google Scholar] [Crossref]

10. Fibriasari, H., Baharuddin, G., Gultom, S., et al. (2021). Developing digital storybook to improve children’s language learning. In Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Atlantis Press. https://doi.org/10.2991/assehr.k.211110.214 [Google Scholar] [Crossref]

11. Guernsey, L., & Levine, M. H. (2016). Tap, click, read: Growing readers in a world of screens. Jossey-Bass. Retrieved from https://www.wiley.com/en-us/Tap%2C+Click%2C+Read%3A+Growing+Readers+in+a+World+of+Screens-p-9781119091899 [Google Scholar] [Crossref]

12. Hernandez, M. (2023). The power of digital storytelling. Educational Leadership, 81(4). ASCD. https://www.ascd.org/el/articles/the-power-of-digital-storytelling [Google Scholar] [Crossref]

13. Işıkoglu, N., & Güzel, M. (2024). The promise of digital storytelling for kindergarteners: Language and technology skills. Early Child Development and Care, 194(2), 195–207. https://doi.org/10.1080/03004430.2023.2299389 [Google Scholar] [Crossref]

14. Konerman, R., Horwitz, J., Clancy, S., & Rietta, C. (2022). Technology integration in early childhood classrooms. National Association for the Education of Young Children. https://www.naeyc.org/resources/pubs/tyc/winter2022/technology-integration [Google Scholar] [Crossref]

15. Kucirkova, N., Littleton, K., & Cremin, T. (2023). Children’s digital books: Development, testing and dissemination of quality criteria. University of Stavanger Publishing Services. https://ebooks.uis.no/index.php/USPS/catalog/book/268 [Google Scholar] [Crossref]

16. Labrador, G. S. (2025). Effectiveness of interactive storytelling techniques and materials in early literacy skills of kindergarten learners. International Journal of Advanced Multidisciplinary Studies, 5(3), 112–120. https://www.ijams-bbp.net/wp-content/uploads/2025/04/GELYN-S.-LABADOR.pdf [Google Scholar] [Crossref]

17. Lantz, J. L., & Schimsky, M. J. (2024). Digital storytelling and young children: Transforming learning through creative use of technology. In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies (pp. 180–198). IGI Global. https://doi.org/10.4018/978-1-7998-0246-4.ch010 [Google Scholar] [Crossref]

18. Lin, K. M., Huang, Y. T., & Chen, H. J. (2024). Quality assessment for digital stories by young authors. Journal of Interactive Learning Research, 31(1), 173–192. https://www.learntechlib.org/p/222456/ [Google Scholar] [Crossref]

19. Llurag, S., & Kilag, O. K. (2024). Challenges in early childhood education: Insights from the Philippine context. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 425–431. https://doi.org/10.5281/zenodo.11392885 [Google Scholar] [Crossref]

20. Macalan, M. K. S. (2021). Content-based story animation and digital storybook: Their effects on students’ competence in explaining how the different organ systems work together. Research Bulletin. Department of Education Philippines. https://e-saliksik.deped.gov.ph/research-bulletin-content-based-story-animation-and-digital-storybook-their-effects-on-students-competence-in-explaining-how-the-different-organ-systems-work-together/ [Google Scholar] [Crossref]

21. Manullang, D., Banjarnahor, H., & Simanjuntak, L. (2021). Developing digital storytelling and educational games to improve early childhood cognitive ability. In Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Atlantis Press. https://doi.org/10.2991/assehr.k.211110.168 [Google Scholar] [Crossref]

22. McCusker, S. (2023). 10 powerful benefits of digital storytelling. EdTechTeacher. https://edtechteacher.org/10-powerful-benefits-of-digital-storytelling [Google Scholar] [Crossref]

23. Metwalli, R. M. F., & Barakat, A. M. M. A. R. (2022). The effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. International Journal of Education Science, 36(1–3), 1–7. https://doi.org/10.31901/24566322.2022/36.1‑3.1214 [Google Scholar] [Crossref]

24. Mustafa, H., Ahmed, F. N., & Haider, A. W. (2024). The influence of digital storytelling on early childhood literacy development. Children and Health, 4(1), 198–203. https://icistech.org/index.php/icistech [Google Scholar] [Crossref]

25. NAEYC. (2024). Creating coding stories and games. National Association for the Education of Young Children. https://www.naeyc.org/resources/topics/coding-stories-games [Google Scholar] [Crossref]

26. Nurhidayah, F. N., & Wibowo, S. E. (2025). Improving children’s digital literacy: A quantitative study on the use of digital storybooks in elementary schools. Jurnal Ilmiah Sekolah Dasar, 9(2), 252–262. https://doi.org/10.23887/jisd.v9i2.92649 [Google Scholar] [Crossref]

27. Papadakis, S. (2022). Digital storybooks and early childhood education: The role of multimedia features in learning effectiveness. Education and Information Technologies, 27(5), 6569–6590. https://doi.org/10.1007/s10639-021-10752-3 [Google Scholar] [Crossref]

28. Peck, D. (2025, January 3). What is the ADDIE model of instructional design? 2025 guide. DevlinPeck.com. https://www.devlinpeck.com/content/addie-instructional-design [Google Scholar] [Crossref]

29. Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), Article 4. https://doi.org/10.1186/s40723-021-00081-x [Google Scholar] [Crossref]

30. Sari, D. P., Suryani, N., & Wulandari, S. (2022). Canva-based picture storybook media to increase reading interest in early childhood. Atlantis Press. https://www.atlantis-press.com/article/125994301.pdf [Google Scholar] [Crossref]

31. Sari, D. P., Suryani, N., & Wulandari, S. (2022). Canva-based picture storybook media to increase reading interest in early childhood. Atlantis Press. https://www.atlantis-press.com/article/125994301.pdf (duplicate entry, keep only one in final list) [Google Scholar] [Crossref]

32. Saurina, N., Pudjianto, U., Retnawati, L., & Prasetya, N. I. (2026, January). Developing digital storytelling in early childhood education. Proceedings of the International Conference on Business, Information, and Technology Studies (ICoBITS), 1, 562–570. https://doi.org/10.32664/icobits.v1.70 [Google Scholar] [Crossref]

33. Strouse, G. A., Troseth, G. L., & Verdine, B. N. (2023). Exploring factors influencing young children’s learning from storybooks: Interactive and multimedia features. Journal of Experimental Child Psychology, 233, 105680. https://doi.org/10.1016/j.jecp.2023.105680 [Google Scholar] [Crossref]

34. Tan, L., & Wong, S. (2023). The effect of digital storybook interventions on the executive function skills of kindergarten children. Early Childhood Research Quarterly, 65(2), 102–115. https://doi.org/10.1016/j.ecresq.2023.07.004 [Google Scholar] [Crossref]

35. UNESCO Inclusive Policy Lab. (2023). Quality assurance in digital education: A global responsibility. UNESCO. https://www.inclusivepolicylab.org/article/quality-assurance-digital-education-global-responsibility [Google Scholar] [Crossref]

36. Van Herwegen, J. (2024). The impact of digital technology on cognitive processes and learning outcomes in early childhood: Evidence from neuroscience. International Bureau of Education – UNESCO. https://solportal.ibe-unesco.org/articles/the-impact-of-digital-technology-on-cognitive-processes-and-learning-outcomes-in-early-childhood-evidence-from-neuroscience [Google Scholar] [Crossref]

37. Yusli, N. A., & Zainal, Z. (2023). Enhancing preschoolers’ online learning through digital storybooks in Brunei Darussalam. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 7(3). https://doi.org/10.36312/esaintika.v7i3.1574 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study