Achieving a deep understanding of physiological processes and mechanisms requires the progressive integration of fundamental concepts. However, students often struggle with persistent learning barriers as well as muddy concepts, which hinder the transition towards meaningful deep learning. In this context, tracking learning analytics (LA) becomes essential, not only to evaluate academic performance but also to identify conceptual gaps and tailor high-impact pedagogical interventions. In this regard, interventions including graphic narrative and storytelling strategies have proven successful fostering deeper learning while promoting engagement, creativity, soft skills as well as students’ satisfaction. In this study, we explore how monitoring student’s LA, engagement and performance, provides insight on students learning evolution while assessing the relative role in this process of storytelling-based projects (SBP) designed to clarify difficult or underexplored topics. We hypothesize that these combined methodologies may simultaneously enhance active learning, performance and student’s satisfaction.
All students included in the study, enrolled in the 2024-2025 academic year, participated in all evaluated activities and submitted informed consents via online forms. Summative follow-up tests were carried next-day after every session ensuring students engagement from the beginning. Hands-on practical sessions allowed reviewing and reinforcing practical aspects of conceptual integration. Finally, thematic projects encouraging graphic narrative and visual storytelling products were assigned in pairwise teams. Graphic-narrative and SBP examples were provided to the students. Students’ satisfaction and perception of their own learning, after these projects, was collected via online questionnaires. Milestone performance was evaluated in mid-term and final-term exams. The total score of participants, both in follow-up tests and projects, was correlated with the final mark using a Pearson correlation test. We gathered LA metrics from the LMS.
Engagement was found near 100% throughout the course activities. Results showed significant correlations (p<0,05) between the final mark and students’ scores in the follow-up tests and final projects. As expected we found a direct correlation between access and time spent in the LMS, and our programmed follow-up tests and practical sessions. The average outcome during follow-up tests as well as hands-on sessions was above 80%, while average mid-term scores were 5,44±1,41 and 7,26±1,28. The average score of the SBP was 8,8±0,72. According to the general student’s perception, these projects increased their knowledge on selected physiological concepts and processes while enjoying the experience. Interestingly, whilst the best performance scores in the SBP got good final marks, these students weren’t necessarily the best performers in the earlier midterms objective evaluation.
In this study we found: 1) a direct correlation between engagement, time spent studying in the LMS and score above average, 2) increased implication and performance from students participating in the SBP, 3) a correlation between follow-up activities’ performance and final marks, 4) enhanced perception of learning and satisfaction from students completing SBP. Therefore, a combined used of objective and practical follow-up activities with in-depth SBP may enhance active and profound learning while promoting students’ satisfaction.

Keywords: Learning analytics, Evaluation, Graphic and audiovisual narrative, Storytelling, Technology enhanced learning, Innovation in education.