Exploring Creative Thinking through StoryJumper-based Generative Learning: A Preliminary Literature Review

Abstract

This study provides a preliminary synthesis of theoretical and empirical literature on the integration of generative learning and digital storytelling, with a focus on StoryJumper as a creative learning platform for elementary students. The review highlights that generative learning supports deeper cognitive processing through activities such as explaining, creating narratives, and revising ideas, which contribute directly to the development of creative thinking skills. Digital storytelling platforms, particularly StoryJumper, offer multimodal environments that facilitate idea generation, visual expression, and iterative refinement, making them compatible with generative learning principles. The analysis also emphasizes the role of self-regulated learning in supporting students’ planning, monitoring, and revising processes during open-ended creative tasks. Findings indicate that combining generative learning with StoryJumper holds strong potential to enhance fluency, flexibility, originality, and elaboration in children's creative thinking. This literature-based exploration establishes a conceptual foundation for future empirical studies that examine the effectiveness of this integrated approach in real classroom settings.