Browsing by Author "Aberham, Theresia"

This study addresses a research gap in adult education by employing a multi-method design to investigate the effect of storytelling on emotionalization and memorisation. In a between-subjects experimental design (N = 36 working-age adults), an e-learning course on data protection, with storytelling content or non-storytelling content was administered. Emotionalization was assessed using skin conductance response (SCR) and facial expression analysis (FEA), while memorisation was evaluated via free recall and recognition tests, complemented by perceived learning difficulty and situational interest. The storytelling group demonstrated significantly higher free recall of details but lower free recall of the topics themselves. Perceived learning difficulty was significantly lower in the storytelling group. While storytelling elicited less intense physiological arousal, there was a tendency towards more positive emotional valence and greater emotional expression in the storytelling condition, particularly with longer stimuli. These findings suggest that, in adult e-learning, storytelling specifically improves episodic memory and perceived learning difficulty, rather than general recall, especially for longer content.