Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.

尽管研究缺乏对它的好处和弊端的了解，但它还是一种新兴的教学技术。这项研究考察了美国一所学校，该学校已将其大部分学习环境存储在各种虚构和非虚构的世界中，以供学生学习和供教师学习。采访了11名教育人员和79名学生，并观察了10天的课程以建立严格的教学法理论。在体育学习环境和教学实践中采用的信息化支持了教学法，并减少了学生在学校的不当行为。固定的教学法使学生能够通过讲故事的道德观念和交通方式增强他们的能力，并使教室变成个性化的空间，从而改善学校的学习体验和学生的学习成绩。