Teachers' Perceptions About Collaboration and Inclusion Using a Tangible Digital Storytelling Tool (I-Theatre) in Pre-School and Primary Education: The Included Project Research Pilot Study

Filosofi, Fabio; Alonso-Campuzano, Cristina; Pasqualotto, Angela; Iandolo, Giuseppe

doi:10.21125/edulearn.2021.0453

Cited by 2 publications

(4 citation statements)

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“…Preliminary findings from Spanish and Italian teachers involved in the project indicate that i-Theatre has garnered high interest among educators, as they observed positive outcomes regarding collaboration and student engagement, irrespective of special needs status, from the very first session (Filosofi et al, 2021). The study (Filosofi et al, under review) sought to explore three hypotheses: (1) TDST promotes more inclusive and prosocial group interactions compared to DST, (2) collaborative stories produced through different methodologies exhibit higher formal and content quality than individual stories, and…”

Section: Tangible Digital Storytelling and Phygital Reality: Benefits...mentioning

confidence: 98%

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Pasqualotto,

Filosofi

2023

Research on Education and Media

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Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.

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Section: Tangible Digital Storytelling and Phygital Reality: Benefits...mentioning

confidence: 98%

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Pasqualotto,

Filosofi

2023

Research on Education and Media

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“…Collaborative storytelling can expand the possibilities in both the creation and transmission of stories, particularly for students struggling with abstract or complex content due to factors such as age, educational level, learning difficulties, or neurodevelopmental disorders (Filosofi et al, 2021; Harley et al, 2016). Promoting collaborative interactions require adaptations to task requirements, context, and user skills (Alonso‐Campuzano et al, 2021; Stock & Zancanaro, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Tangible digital storytelling (TDST) is a narrative methodology that combines storytelling, tangible objects, and multimedia technology, supporting the simultaneous manipulation of concepts and objects in the physical and digital environment (Baranauskas & Posada, 2017; Catala et al, 2017; Harley et al, 2016; Iandolo, 2021). Tangible digital storytelling (TDST) devices can support multiuser collaborative interactions (Baranauskas & Posada, 2017; Katifori et al, 2020; Kurdyukova et al, 2009; Zancanaro et al, 2007) and the user's experience awareness, getting through different senses to engage and expand the learning experience (Eisenberg et al, 2004; Filosofi et al, 2021; Somma & Desideri, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

Alonso‐Campuzano,

Iandolo,

Filosofi

et al. 2023

Research Intellect Disabil

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BackgroundCollaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.AimsThe current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and MethodsFourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.ResultsThe results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.ConclusionCollaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

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Teachers' Perceptions About Collaboration and Inclusion Using a Tangible Digital Storytelling Tool (I-Theatre) in Pre-School and Primary Education: The Included Project Research Pilot Study

Cited by 2 publications

References 16 publications

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders

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