Interactive storytelling for children: A case-study of design and development considerations for ethical conversational AI

Chubb, Jennifer; Missaoui, Sondess; Concannon, Shauna; Maloney, Liam; Walker, James Alfred

doi:10.1016/j.ijcci.2021.100403

Cited by 17 publications

(4 citation statements)

References 111 publications

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“…From the several methods above, children in TK A class at My Liberty Kindergarten are ecstatic with the application of the storytelling method because after telling a story, the teacher asks per child to express each new vocabulary. Storytelling is a way to build relationships with other people, and the existence of these relationships is crucial for mental peace, education, and enjoyment (Chubb et al, 2022). These aspects are a positive impact on the storytelling method because it does not only have an impact on children's intellectual qualities but also their emotional qualities.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Children's Vocabulary Mastery Through Storytelling

Otoluwa

Talib

Tanaiyo

et al. 2022

jpud

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Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568.

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Section: Discussionmentioning

confidence: 99%

Enhancing Children's Vocabulary Mastery Through Storytelling

Otoluwa

Talib

Tanaiyo

et al. 2022

jpud

View full text Add to dashboard Cite

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“…According to Chubb et al (2022), child-friendly interface design is the deliberate creation and arrangement of digital interfaces, applications, and platforms, carefully considering young users' unique cognitive, emotional, and developmental needs. This design approach prioritizes elements such as intuitive navigation, visually appealing graphics, clear instructions, ageappropriate content, and interactive features that resonate with children's cognitive capacities and preferences (Wang et al, 2023).…”

Section: Child-friendly Interface Design Early Childhood Digital Lite...mentioning

confidence: 99%

Exploring the Nexus of Technology Availability, Child-Friendly Interface Design, Early Childhood Digital Literacy, Cognitive Skills, and Creativity in Language Learning in the Context of Banten Javanese Language

Muawanah,

Marini,

Sarifah

2023

ijcsrr

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This research delves into intricate relationships involving technology availability, child-friendly interface design, early childhood digital literacy, cognitive skills, and creativity within the Banten Javanese language in Indonesia. Employing empirical analysis and statistical modelling, it examines the impact of technology and child-friendly interfaces on digital literacy, cognitive skills, and creativity, providing insights for theory and practice. The findings show significant positive correlations between technology availability, digital literacy, and cognitive skills among young learners. Child-friendly interfaces enhance digital literacy, cognitive abilities, and creativity in language learning. Theoretical contributions underscore integrating technology into language preservation, emphasizing its influence on digital literacy, cognitive development, and creativity in language learning. The study highlights digital literacy’s mediating role in the relationship between technology and language development. Educators and advocates can use these insights to design language programs prioritizing digital literacy and creative language acquisition. However, the study’s limitations, such as contextual specificity and a limited sample size, suggest the need for future research, including longitudinal and cross-cultural studies. The study’s novelty lies in its interdisciplinary approach, offering a nuanced understanding of how technology can enrich language acquisition while preserving cultural heritage.

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“…There are several AI parenting solutions ranging from smartphone applications to smartphone applications paired with peripheral devices and full-fledged conversational anthropomorphize mechanical robots [6]. The concern (and failure) continues to be whether the technology is reliable, respecting privacy and ethical considerations for children [7,8,9]. As parents obtain more tools to assist with their parenting responsibilities, additional concerns arise regarding over reliance on tools when making decisions about and for their children [10].…”

Section: Technological Implicationsmentioning

confidence: 99%

“…This builds on natural language processing advances in recent years, and is now a staple, alongside mobile smart phone interfaces. The home environment has become an always-on, ever listening entity that is accessible to all in the environment which provides an opportunity to support parent-child relationships and holistic child well-being [9].…”

Section: Technological Implicationsmentioning

confidence: 99%

Emissary Educator Playmate Oracle (EEPO): A Human-Technology Framework and XR to Support Child Well-Being

Martyn,

Palumbo,

Zhang

et al. 2023

2023 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct)

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Augmented Sociology refers to the use of tools to increase the opportunities and capacities for healthy growth, development and relationships in humans; emphasizing the need to create supportive technologies that help bridge the gap between humans and technology. This work focuses on the role of technology in child development, parenting and the relational space in-between children and parents. It presents the Emissary, Educator, Playmate, Oracle (EEPO) human-technology framework to support mental health, development and well-being in children. The framework can be used as an exploration to create a balance between the effective use of technology in children's lives while building and maintaining strong relational human connection. This ensures children and parents do not become overly reliant on digital tools at the expense of responsive and attuned interactions, healthy development, emotional connection and love. To deepen this concept this paper contributes to the development of a prototype EEPO mixed reality system, toward human-centered, empathetic, connected, meaningful experiences and interactions with technology while enhancing human abilities. This paper proposes the EEPO human-technology interaction framework to support child-technology interaction and an early proof of concept XR and AI system to consider how technology can respond to human needs and emotions.

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Interactive storytelling for children: A case-study of design and development considerations for ethical conversational AI

Cited by 17 publications

References 111 publications

Enhancing Children's Vocabulary Mastery Through Storytelling

Enhancing Children's Vocabulary Mastery Through Storytelling

Exploring the Nexus of Technology Availability, Child-Friendly Interface Design, Early Childhood Digital Literacy, Cognitive Skills, and Creativity in Language Learning in the Context of Banten Javanese Language

Emissary Educator Playmate Oracle (EEPO): A Human-Technology Framework and XR to Support Child Well-Being

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