Storytelling is a valuable form of human expression that allows audience members to connect their own experiences with the narrative. As a pedagogical tool, storytelling has been explored mainly in primary school education but rarely in higher education. However, its potential for assisting students in learning mathematics and the societal benefits that its application can bring has been largely overlooked. Using Cultural-Historical Activity Theory (CHAT) to analyse university students' experiences of a digital storytelling assessment task, we explore students' perception of their learning and the relevance they ascribed to mathematics. We conclude that it is vital that students can reconcile why mathematics is important for society and how that affects them in their personal lives. We should also make sure that we equip students with valuable skills, such as how to work effectively in a group, which can give them more agency in shaping their learning experience.