Emotion-based digital storytelling for risk education: empirical evidences from the ALICE project

Mangione, Giuseppina Rita; Pierri, Anna; Capuano, Nicola

doi:10.1504/ijceell.2014.060161

Cited by 11 publications

(6 citation statements)

References 24 publications

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“…Websites, digital videos, podcasts and apps can be engaging media for young people. They also allow for storytelling and narratives, important devices to convey messages in the case of DRM (Mangione et al, 2014). In Calgary and High River, for example, young people affected by floods created animated videos that described the loss of memories, homes and irreplaceable items caused by the disaster, but also their hopes and their need to move forward (Peek et al, 2016).…”

Section: Digital-based Methods: Digital Tools and New Mediamentioning

confidence: 99%

Children and Young People’s Participation in Disaster Risk Reduction

Mort¹,

Rodríguez‐Giralt²,

Delicado³

2020

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Available Open Access under CC-BY-NC licence. Disasters are complex environmental, social and cultural events and processes yet disaster management approaches tend to simplify responses and homogenise affected populations. Participatory research with more than 550 children across Europe, detailed in this book argues for a radical transformation in children’s roles in disasters. It shows how more child-centred working in civil protection and emergency planning, that recognises children’s capacities in building resilience, benefits at-risk communities as a whole.

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Section: Digital-based Methods: Digital Tools and New Mediamentioning

confidence: 99%

Children and Young People’s Participation in Disaster Risk Reduction

Mort¹,

Rodríguez‐Giralt²,

Delicado³

2020

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“…O2: DST and DSs for emotional engagement DST and DSs engage emotions in the learning-teaching process (Castañeda, 2013;Christiansen, 2011;Gachago, Cronje, et al, 2014;Mangione et al, 2013Mangione et al, , 2014Matias & Grosland, 2016;Olitsky et al, 2020;Romero-Ivanova et al, 2021). DST is a place for teacher candidates as storytellers to engage their emotions (Matias & Grosland, 2016).…”

Section: Rq3: What Are the Outcomes Of Edste Studies?mentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

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“…41 This way preparedness is affordable, accessible and available for many children around the world and will decrease inequity in health and disasters preparedness and social inclusion of groups at risk of social exclusion. 42 43 The art is another effective way to prepare children for climate-related disasters 44 and safety teaching. 45 This tool is effective especially for preschool children.…”

Section: Innovative Solutions For Preparing Children For Climate-relamentioning

confidence: 99%

“…The art is another effective way to prepare children for climate-related disasters 44 and safety teaching. 45 This tool is effective especially for preschool children.…”

Section: Innovative Solutions For Preparing Children For Climate-relamentioning

confidence: 99%

Preparing children for climate-related disasters

Seddighi

Yousefzadeh

López

et al. 2020

bmjpo

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Climate-related disasters affect different dimensions of children’s health and well-being both directly and indirectly. Reducing children’s vulnerability and exposure to climate-related disasters is crucial to protect them against risks. Children as climate-change agents and future leaders at local, national and international level can obviously contribute to reduce vulnerabilities in families and communities and transfer knowledge to them. Moreover, children can advocate for climate change mitigation. In the long term, participation of children in the climate change mitigation programmes may lead to fewer disasters and, consequently, less risk to their health.As government policies have failed to fully address and respond to the drivers of climate-related disasters, disasters preparedness and education for children should be considered an essential activity to protect children from disaster’s risks.Main factors in shaping children’s behaviour and response to disaster are increasing the risk perception and knowledge of the children. When a child perceived likelihood, susceptibility and severity of a disaster (such as earthquake), then they would be able and willing to learn how to prepare for that.So far, disaster education programmes for children have mostly relied on offline school-based training. Different innovative approaches can be applied to continue education within online and digital formats including virtual reality, digital games and online platforms. However, an advocacy support by influential entities such as companies engaged in entertainment industry is required to raise the awareness of public and particularly the children about disaster preparedness.

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Emotion-based digital storytelling for risk education: empirical evidences from the ALICE project

Cited by 11 publications

References 24 publications

Children and Young People’s Participation in Disaster Risk Reduction

Children and Young People’s Participation in Disaster Risk Reduction

Emotions and digital storytelling in the educational context: A systematic review

Preparing children for climate-related disasters

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