A digital manipulative for embodied “stage-narrative” creation

Sylla, Cristina; Coutinho, Clara Pereira; Branco, Pedro

doi:10.1016/j.entcom.2014.08.011

Cited by 27 publications

(22 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The physical blocks (used to manipulate the digital content) gave users freedom of movement, supporting children's physical immersion in the story (gesturing, standing up, waving hands or jumping), as well as the embodiment of different characters [4], showing children's enthusiasm and involvement in the task. According to Wright embodiment is ''deeply embedded in the children's act of meaning-making itself''.…”

Section: Discussionmentioning

confidence: 99%

“…In the pairs of girls and the mixed pairs a great level of story dramatization was observable, for a detailed analysis of children's narratives the reader may refer to [4].…”

Section: Interaction Strategies and Narrative Creationmentioning

confidence: 99%

“…The second intervention was carried out in collaboration with a preschool teacher with a group of 20 children during three months, and investigated to which extent the use of the digital manipulative system promoted the development of language abilities that are relevant for formal literacy learning. Finally, the last intervention studied the narratives created by 27 pairs of pre-schoolers, while using the interface for a period of six months [4].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating the use of digital manipulatives for storytelling in pre-school

Sylla

Coutinho

Branco

et al. 2015

International Journal of Child-Computer Interaction

Self Cite

View full text Add to dashboard Cite

a b s t r a c tResearch has identified a need for design of interactive products for children, as well as long-term studies that investigate the effects of its use in the classroom environment. Following the design and development of a digital manipulative system for storytelling, which involved preschool children and teachers, the investigation presented here reports findings from a four-month evaluation of the system that was carried in a Portuguese preschool involving 24 pairs of children. During the four months the researchers were able to observe children's interaction with the digital manipulative system that was not biased by the novelty of the system or by time constrains. The gathered data showed that children used the digital manipulative system to create stories and play language games, which are activities that foster the development of oral language and emergent literacy, and are formally targeted in the preschool curriculum. The system provided challenge and adventure, motivating children to collaboratively explore and create narratives, empowering each child to actively participate in the task.

show abstract

Section: Discussionmentioning

confidence: 99%

“…In the pairs of girls and the mixed pairs a great level of story dramatization was observable, for a detailed analysis of children's narratives the reader may refer to [4].…”

Section: Interaction Strategies and Narrative Creationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Investigating the use of digital manipulatives for storytelling in pre-school

Sylla

Coutinho

Branco

et al. 2015

International Journal of Child-Computer Interaction

Self Cite

View full text Add to dashboard Cite

show abstract

“…The successful use of tangibles in a storytelling activity with a robot is shown in [10] and [14]. Krzywinski and Chen [10] designed a collaborative, tabletop storytelling activity with a robot as main character.…”

Section: Robots In Storytelling Activitiesmentioning

confidence: 99%

Designing a Playful Robot Application for Second Language Learning

Verhoeven¹,

Catalá²,

Theune³

2019

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

View full text Add to dashboard Cite

Both storytelling and learning by teaching approaches have shown to be beneficial separately when integrating robots into learning settings. This paper discusses how to combine them, based on principles found in the literature, and presents the design and implementation of a playful robot application for second language (L2) learning targeted at primary school children. Our first tests showed that the robot kept the children engaged throughout the learning activity. It appears to be a promising approach as some vocabulary gain is observed in children, but there can be several factors involved that were not controlled in the trials and that will require further work.

show abstract

“…The sequence of blocks placed on the TOK platform unfolds a visual narrative. As each entity behaves according to its own rules, and its behavior depends on the other entities that are also placed on the platform, there are no predefined stories, nor a linear narrative, which brings a certain degree of unpredictability and surprise of the narrative outcome, which allows users to create a wide variety of different stories, strengthening the narrative experience [51]. For a detailed description of the TOK system the reader may refer to [17].…”

Section: A Short Overview Of the Toolmentioning

confidence: 99%

Digital Manipulatives as Scaffolds for Preschoolers’ Language Development

Sylla

Pereira

Coutinho

et al. 2016

IEEE Trans. Emerg. Topics Comput.

Self Cite

View full text Add to dashboard Cite

The study reported here aims at contributing to a deeper understanding of the educational possibilities offered by digital manipulatives in preschool contexts. It presents a study carried with a digital manipulative to enhance the development of lexical knowledge and language awareness, which are relevant language abilities for formal literacy learning. The study took place in a Portuguese preschool, with a class of 20 five-year-olds in collaboration with the teacher. The digital manipulative supported the construction of multiple fictional worlds, motivating children's verbal interactions, and the playing of words and sound games, thus contextualizing the learning of an extensive collection of vocabulary and language awareness abilities. The degree of engagement and involvement that the manipulative provided in supporting children's imaginative play as well as the imitation, in their own play, of the playful pedagogical interventions that the teacher had designed, shows the importance of well-designed materials that support a child-centered learning model. As such, it sustains a discussion on the potential of digital manipulatives to enhance fundamental language development in the preschool years. Furthermore, this paper highlights the importance of multidisciplinary teams in the creation of innovative pedagogical materials. INDEX TERMS Digital manipulatives, emergent literacy, learning, oral expression, phonological knowledge, preschoolers, lexical knowledge, tangible interfaces.

show abstract

A digital manipulative for embodied “stage-narrative” creation

Cited by 27 publications

References 37 publications

Investigating the use of digital manipulatives for storytelling in pre-school

Investigating the use of digital manipulatives for storytelling in pre-school

Designing a Playful Robot Application for Second Language Learning

Digital Manipulatives as Scaffolds for Preschoolers’ Language Development

Contact Info

Product

Resources

About