The study investigates (1) the effectiveness of using eLearning-embedded stories and pictures in order to improve learning outcomes for students and (2) how universities can adopt innovative approaches to the creation of Problem-Based Learning (PBL) resources and embed them in educational technology for teaching domain-specific content, such as statistical literacy--a widely documented difficult subject for students to master. Current didactic approaches for statistics commonly do not arouse student attentiveness and enthusiasm. New educational theories related to contextualism and learning through student-relevant experiences and technologies establish encouraging options to improve educational relevance. The author suggests that contextualizing theories embedded in eLearning systems can eliminate barriers for learning and can serve as a valuable technique that encourages students to learn using scenarios that are more relevant to them. The authors examine empirical data on students' learning and interpretation of the topic studied. The data are instrumental in determining the broader context of learning, including affective dimensions and student interpretations. Based on the proposed approach, a trans-disciplinary application is possible.