Raising Awareness of Stereotyping Through Collaborative Digital Storytelling: Design for Change with and for Children

Rubegni, Elisa; Landoni, Monica; Malinverni, Laura; Jaccheri, Letizia

doi:10.1016/j.ijhcs.2021.102727

Cited by 25 publications

(13 citation statements)

References 53 publications

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“…For the context of early childhood education, it is acknowledged as a promising alternative method. Digital storytelling provides a unique opportunity for young children to engage with technology in a meaningful way and to develop important skills, such as critical thinking, problem-solving, and creativity (Rubegni et al, 2022). Moreover, digital storytelling can also help to foster a love of learning in young children by providing them with a platform to express their ideas and showcase their creativity (Chen et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…More specifically, digital storytelling is a process of creating stories that enables classroom stakeholders to improve their efficacy of learning, problem-solving skills, and to support students' development of particular skills (Robin, 2016). Digital storytelling is a way of engaging students in a topic through multimedia elements such as images, video, audio, and text (Rubegni et al, 2022). It can help to make the subject matter more interactive, entertaining, and memorable for students, which can lead to increased engagement and motivation in learning (Purnama et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Digital storytelling for young learners has been growing enormously in the recent years. Research has revealed that digital storytelling has been shown to be an effective teaching tool in various studies, as it helps to engage students, increase motivation, and improve understanding of academic content (Rubegni et al, 2022;Quah & Ng, 2022). By incorporating technology, digital storytelling can provide a dynamic and interactive learning experience for students, making it a popular choice among teachers (Tanrikulu, 2022;Yang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

Hoa

Minh²

2023

JEMIN

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The advancement of Information Communication and Technology (ICT) offers enormous opportunities to enhance the efficacy of learning process in all levels of education, including Early Childhood Education (ECE). However, in the light of the recent years, there have not been some concern about the issue of use of technology to assist ECE process in the context of Vietnam. Thus, this study explores Vietnamese early childhood teachers’ beliefs and practices about the use of technology to facilitate storytelling for pre-school children. A web-based survey research was adopted to scrutinize the beliefs and practices of 228 ECE teachers about digital storytelling in Can Tho Vietnam. The results demonstrated that these teachers hold high levels of beliefs that digital storytelling could be used to enhance learning. In addition, they had carried out digital storytelling activities in their learning practices. The results emphasized that several concerns must be taken by teachers, parents, and related stakeholders in using technological tools in young children’s learning environment. This study offers pedagogical insights for ECE teachers to integrate digital storytelling in their learning activities. In short, the use of technology for pre-school children can provide a lot of benefits if it is skillfully executed by both teachers and parents.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

Hoa

Minh²

2023

JEMIN

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“…The parent was also sometimes "busy and unavailable" and therefore absent from the synchronous storytelling session in the "parent absent" variations of storyboards. The use of persona as a PD tool helps users understand the design challenges and concretize their ideas [22], which has also been previously used in similar design domains [1,64,71].…”

Section: Storyboardsmentioning

confidence: 99%

StoryBuddy: A Human-AI Collaborative Chatbot for Parent-Child Interactive Storytelling with Flexible Parental Involvement

Zhang,

Xu,

Wang

et al. 2022

Preprint

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Despite its benefits for children's skill development and parent-child bonding, many parents do not often engage in interactive storytelling by having story-related dialogues with their child due to limited availability or challenges in coming up with appropriate questions. While recent advances made AI generation of questions from stories possible, the fully-automated approach excludes parent involvement, disregards educational goals, and underoptimizes for child engagement. Informed by need-finding interviews and participatory design (PD) results, we developed StoryBuddy, an AI-enabled system for parents to create interactive storytelling experiences. StoryBuddy's design highlighted the need for accommodating dynamic user needs between the desire for parent involvement and parent-child bonding and the goal of minimizing parent intervention when busy. The PD revealed varied assessment and educational goals of parents, which StoryBuddy addressed by supporting configuring question types and tracking child progress.A user study validated StoryBuddy's usability and suggested design insights for future parent-AI collaboration systems.CCS Concepts: • Human-centered computing → Human computer interaction (HCI); Natural language interfaces; • Social and professional topics → Children.

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“…En este sentido, y partiendo del contexto que estamos viviendo, no cabe duda de que la estrategia didáctica Storytelling ha sido replicado en carreras profesionales, programas de estudios y cursos. También ha permitido que muchos investigadores como Dimoulas, (2022), Rubegni et al, (2022), Vizcaíno-verdú & University, (2022) y estudios cuyo interés se centra en la comunicación y multiplataforma, así tenemos a García Taboada et al, (2021); también se encontró otras experiencias en distintos países. Como Arias Palomeque, (2021) quien lo aplicó en estudiantes de la Universidad Nacional de Educación del Ecuador y en los distintos niveles de la carrera de Educación.…”

Section: Introductionunclassified

Storytelling como estrategia didáctica para la producción de textos en estudiantes de un instituto

Pillpe

Inca

2022

Puriq

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La presente investigación tuvo como objetivo determinar el efecto del Storytelling como estrategia didáctica para el logro de la producción de textos en estudiantes de un instituto de la ciudad de Ica. El estudio contó con la participación de 68 estudiantes del primer semestre del Instituto Educación Superior Tecnológico Público Federico Uranga de la Provincia de Pisco. Los participantes fueron elegidos por un muestreo intencional, matriculados en el curso transversal de Interpretación y Producción de Textos. La investigación fue un diseño, preexperimental y la prueba estadística utilizada fue la T de Wilcoxon. Para la hipótesis general los resultados muestran que el Programa de Estudios de Mecánica Agrícola obtuvo un p ? 0.010. Mientras que el Programa de Estudios Industria Alimentaria obtuvo un valor p ? 0.00; con resultados similares el Programa de Estudios Secretariado Ejecutivo p ? 0.00, Es decir, los datos obtenidos evidenciaron valores menores a p < 0,05, aceptando la H1 y rechazando la hipótesis H0. Los resultados indican que la aplicación del Storytelling como estrategia didáctica mejora la producción de textos. El estudio concluye que la aplicación del Storytelling resulta efectivo y pertinente, respectivamente.

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Raising Awareness of Stereotyping Through Collaborative Digital Storytelling: Design for Change with and for Children

Cited by 25 publications

References 53 publications

‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

StoryBuddy: A Human-AI Collaborative Chatbot for Parent-Child Interactive Storytelling with Flexible Parental Involvement

Storytelling como estrategia didáctica para la producción de textos en estudiantes de un instituto

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