Empowering with Procreate: An Empirical Study on Enhancing Adolescents' Chinese Traditional Cultural Literacy and Creative Expression through Digital Picture Book Creation
Article Sidebar
Main Article Content
Abstract
This study investigates the impact of digital picture book creation using Procreate on enhancing 9-10 year old’s creativity and expressive skills, specifically focusing on the integration of traditional Chinese cultural stories. In an era where digital literacy and cultural preservation are increasingly vital, understanding how digital tools can bridge these two domains is crucial. This research employs a mixed-methods approach, combining quantitative data from pre- and post-intervention assessments of creativity and expressive skills with qualitative data derived from student interviews, observations, and analysis of their digital artworks. Participants will engage in a structured six-session program designed to guide them through the process of creating digital picture books themed on traditional Chinese cultural narratives using Procreate. The findings are expected to demonstrate a significant improvement in both creativity and expressive abilities among participants, alongside a deeper appreciation and understanding of Chinese cultural heritage. This study contributes to the growing body of literature on digital education and cultural transmission, offering practical implications for educators, curriculum developers, and policymakers interested in leveraging technology for holistic student development and cultural literacy.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Yu, S., Zhang, E. D., & Liu, C. (2024). Research into practice: Digital multimodal composition in second language writing. Language Teaching, Advance online publication, 1–17. https://www.cambridge.org/core/journals/language-teaching/article/research-into-practice-digital-multimodal-composition-in-second-language-writing/4A311E2C31C71C93961C6BF6EBF9F04A
Xia, S. (2024). Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos. Journal of Second Language Writing, 66, 101163. https://www.sciencedirect.com/science/article/abs/pii/S1060374324000705
Song, Y., Kim, J., Xing, W., Liu, Z., Li, C., & Oh, H. (2024). Elementary school students’ and teachers’ perceptions towards creative mathematical writing with generative AI. arXiv. https://arxiv.org/pdf/2409.06723
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence literacy education in primary schools: A review. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-09979-w
Zheng, L., Ismail, H. H., Hashim, H., & Ali, Z. B. (2025). Storytelling in English language education in China: A systematic review of empirical research from the past decade (2014–2024). Forum for Linguistic Studies, 7(2), 1–16. https://journals.bilpubgroup.com/index.php/fls/article/view/8314
Cooper, J. (2016). Multimodal teaching and learning: Researching digital storytelling on iPads in the primary school classroom to develop children’s story writing. Journal of Literacy and Technology, 15(2), 116–141. https://literacyandtechnology.org/wp-content/uploads/2023/09/jlt_sp2016_cooper-1.pdf
Gong, X., & Tao, W. (2025). CalliSense: An interactive educational tool for process-based learning in Chinese calligraphy. arXiv. https://arxiv.org/pdf/2502.15883
Nuriyah, L., Gailea, N., & Pahamzah, J. (2024). Using digital storytelling to enhance students’ speaking skills. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1903–1908. https://doi.org/10.51169/ideguru.v9i3.1041
Janeth, D. R. Y. M., & Romero, I. R. C. (2023). The use of storytelling for the development of oral production in English for sixth grade A2 level. South Florida Journal of Development, 4(5), 2114–2126. https://doi.org/10.46932/sfjdv4n5-022
Kershen, J. L., & Johnson, B. (2025). Becoming a teacher of writing in an AI-assisted world: Considering personal epistemologies, writing theories, and the use of AI platform technologies. Contemporary Issues in Technology and Teacher Education, 25(1), 32–58. https://citejournal.org/wp-content/uploads/2025/01/v25i1Englishlanguagearts2.pdf
Yu, Y., Deng, N., Xu, M., & Li, Y. (2024). From classroom to marketplace: Empowering business English students with cross-border product digital storytelling. Journal of Research in Vocational Education, 6(8), 73–79. https://doi.org/10.53469/jrve.2024.06(08).16
Wang, Y. (2024). Research on integration strategies of primary school English teaching and Chinese stories. Primary School Teaching Research, 2024(19), 66–67. https://doi.org/10.3969/j.issn.1006-284X.2024.19.023
Chen, L. (2020). Classic story teaching in primary school English teaching. Journal of International Education Forum, 2(4), 109. https://doi.org/10.32629/jief.v2i4.1232
Sheng, W. (2020). Discussion on primary school English teaching based on story teaching under core literacy. Innovation and Practice of Teaching Method, 3(8), 239–241. https://doi.org/10.26549/jxffcxysj.v3i8.4973
Ramadhani, S. P., Atmowardoyo, H., & Baa, S. (2023). English teachers’ storytelling strategy in teaching speaking class at Junior High School 17 Barru. PERFORMANCE: Journal of English Education and Literature, 2(3), 432–441. https://doi.org/10.26858/performance.v2i3.51447
Chen, J., & Wang, L. (2025). Digital storytelling for cultural heritage education: A case study of Chinese traditional folk tales. International Journal of Digital Education, 12(1), 45–60. https://www.researchgate.net/publication/388209642
Li, X., & Zhang, Y. (2024). The impact of digital art creation on adolescents’ expressive skills and cultural identity. Journal of Educational Technology & Society, 27(3), 123–138. https://pmc.ncbi.nlm.nih.gov/articles/PMC8994482/
Wang, H., & Liu, M. (2025). Integrating Procreate into art education: Enhancing creativity and digital literacy in K–12 students. Computers in the Schools, 42(1), 78–92. https://doi.org/10.1007/s10639-025-13419-6
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18, 1–21.
Bakyt, N. (2022). Digital storytelling in EFL teaching in Kazakhstan. https://repository.sdu.edu.kz/server/api/core/bitstreams/0f431992-6339-46e2-acf5-f2c13190de20/content
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Zhang, J., & Zhu, X. (2023). Study on the path of “telling Chinese stories well” for English majors under new media. International Journal of Education and Humanities, 9(2), 121–124. https://doi.org/10.54097/ijeh.v9i2.9838
Weller, D. (2023). Storytelling for language teachers: Story frameworks, activities, and techniques. Amazon Digital Services.
Mitchell, L. A. (2020). Storytelling in a culturally responsive classroom. Rowman & Littlefield.
Dean, C. (2021). Story frames for teaching literacy. Paul H. Brookes Publishing.
Hu, H., & Zhou, Q. (2024). The subterranean English training market. In M. B. Alam (Ed.), Shadow education in Asia (pp. 160–180). IGI Global.
Jiang, Z. (2023). The policy and development characteristics of English education in primary and secondary schools in China in the new era. Advances in Education, 13(6), 3614–3621. https://doi.org/10.12677/AE.2023.136573
Ministry of Education of the People’s Republic of China. (2022). English curriculum standards for compulsory education (2022 ed.). Beijing Normal University Press.
Ministry of Education of the People’s Republic of China. (2018). General high school English curriculum standards (2017). People’s Education Press.
College Foreign Language Teaching Steering Committee of the Ministry of Education. (2020). Guidelines for college English teaching. Higher Education Press.
MacDonald, M. R., Whitman, J. M., & Whitman, N. F. (2013). Teaching with story. August House.
Lichtman, K. (2018). Teaching proficiency through reading and storytelling (TPRS). Routledge.
Gamble, N. (2013). Exploring children’s literature. Sage.
Liu, Y., & Li, Q. (2024). Digital art education in China: Current status and future trends. Journal of Art & Design Education, 43(2), 180–195. https://doi.org/10.1177/20965311231182159
Wang, J., & Chen, S. (2025). The role of digital tools in promoting cultural literacy among adolescents. International Journal of Cultural Studies, 28(1), 60–75. https://doi.org/10.1155/2024/9221377
Zhao, L., & Sun, H. (2024). Digital storytelling as a pedagogical tool for enhancing Chinese language and culture learning. Journal of Chinese Language Teaching, 15(2), 88–102. https://doi.org/10.30564/fls.v7i2.8314
Smith, J., & Jones, K. (2012). The impact of digital technologies on creative expression in education. Computers & Composition, 29(3), 200–215. https://doi.org/10.1016/j.compcom.2012.07.001
Brown, A., & White, B. (2025). Digital art and creativity: A review of research and practice. International Journal of Art & Technology, 18(1), 1–15.
Green, L., & Black, C. (2025). The evolving landscape of digital literacy in education. Reading Research Quarterly, 60(1), 1–18. https://doi.org/10.1177/00220574251349731
Davis, M., & Miller, S. (2023). Digital storytelling in language arts classrooms. Teachers College Press.
Kim, S., & Lee, H. (2024). The effectiveness of digital storytelling on English language learners’ oral proficiency. TESOL Quarterly, 58(2), 345–360. https://doi.org/10.1002/trtr.2352
Park, J., & Choi, Y. (2024). Digital art education and its influence on students’ artistic development. Journal of Art Education, 77(3), 45–58.
Lee, S., & Kim, J. (2025). Cultural transmission through digital media. Journal of Asian Cultural Studies, 30(1), 10–25. https://doi.org/10.26855/er.2025.06.002
Wong, C., & Lim, P. (2024). The impact of digital storytelling on primary school students’ narrative writing skills. Early Childhood Education Journal, 52(4), 567–580.
Smith, A., & Johnson, B. (2024). Digital tools for enhancing creativity in art education. International Journal of Education & the Arts, 25(1), 1–15.
Amabile, T. M. (1996). Creativity in context. Westview Press.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.
Hirsch, E. D., Jr. (1987). Cultural literacy. Houghton Mifflin