In this research, it is aimed to reveal how activity-based digital storytelling affects gifted students' writing motivations and their capability to make digital storytelling. Designed in a form of an action research, the study was conducted in the Science and Art Center where gifted students receive education, in the first semester of the 2018-2019 academic year. The study group of the research consists of 6 gifted fourth-grade students. The action plan lasted for 10 weeks in a form of, alternately, one week of activity-based writing and one week of the written text's making digital story. In the study, the development of each student was evaluated in comparison to his/her own previous situation. Research data were obtained with Student Information Form, Assessment Form for Determination of Technology Usage Level, Writing Motivation Scale (WMS), Digital Storytelling Evaluation Rubric, interview forms as well as researcher and student diaries. According to the results of the research, activity-based digital storytelling contributed to the writing motivation and digital story making skills of gifted students.