The current research aims at investigating the comparative effect of two types of Digital storytelling design: Linear Vs. Branched of sequencing events/episodes on knowledge acquisition (KA) and creative thinking skills (CTS) in web based distance learning. The problem statement was that a deficiency in students’ performance was noticed in “Computer in Instruction” Course at Al-Aqsa University, and a need for discovering the effect of two designs of Digital Storytelling (DS) on KA and CTS. The developmental research methodology and a two experimental groups design with Pre-Post Tests were selected and a sample of (30) students divided randomly in two groups of 15 each. So, the researchers developed: design standards of DS, a list of CTS, and two validated versions of DS (Linear and Branched) using Elgazzar (2002) ISD model, two approved research tools ( KA and CTS). Experimentation was carried out by the first author at distance during the first semester of 2011-2012. The pre - post tests of KA and CTS were administered. Pre, post, and gain scores were considered in testing five research hypotheses. Statistical procedures include descriptive, t-tests, and One-Way ANCOVA. Results have revealed that both Branched DST design and Linear DST design are found to be effective in developing KA and CTS. Linear DST design is found to be superior to Branched DS in gain scores of (KA), while there are no significant differences found in gain scores of CTS, post-test of CTS, and post-test of KA. In conclusion, the answer to the main question is that an effect is found only on gain scores of KA favouring the linear DST design over the Branched Design of DST, and no such comparative effects found on the other variables of KA and CTS in a web based Distance Learning course.