TY - GEN

T1 - Collaborative comic-based digital storytelling with primary school children

AU - Rutta, Carolina

AU - Schiavo, Gianluca

AU - Zancanaro, Massimo

AU - Rubegni, Elisa

N1 - © ACM, 2020. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in IDC '20: Proceedings of the Interaction Design and Children Conference http://doi.acm.org/10.1145/3392063.3394433

PY - 2020/6/21

Y1 - 2020/6/21

N2 - This work explores how comic-based digital storytelling can support primary school children in reflecting on situations involving conflict in the classroom. In particular, we focus on investigating three specific aspects: (1) the potential of digital story composition conducted collaboratively or individually, (2) the children’s perception on the use of digital storytelling for reflecting on conflicts that might arise in class and, (3) the teachers’ experience of introducing a digital tool for collabo- rative storytelling and comics composition in an educational context. In this paper, we explored these aspects by develop- ing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creat- ing digital narratives individually and collaboratively. The results show that digital narratives created from collabora- tive storytelling are longer, more structured, and richer with meaning compared to stories from individual work. More- over, it emerged that children prefer to work collaboratively, even if it meant compromising, going slower and waiting for their turn. Finally, teachers appreciated the collaborative use of Communics, and in particular, the turn-based feature as children can practice the narrative re-elaboration with a peer while waiting for their turn.

AB - This work explores how comic-based digital storytelling can support primary school children in reflecting on situations involving conflict in the classroom. In particular, we focus on investigating three specific aspects: (1) the potential of digital story composition conducted collaboratively or individually, (2) the children’s perception on the use of digital storytelling for reflecting on conflicts that might arise in class and, (3) the teachers’ experience of introducing a digital tool for collabo- rative storytelling and comics composition in an educational context. In this paper, we explored these aspects by develop- ing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creat- ing digital narratives individually and collaboratively. The results show that digital narratives created from collabora- tive storytelling are longer, more structured, and richer with meaning compared to stories from individual work. More- over, it emerged that children prefer to work collaboratively, even if it meant compromising, going slower and waiting for their turn. Finally, teachers appreciated the collaborative use of Communics, and in particular, the turn-based feature as children can practice the narrative re-elaboration with a peer while waiting for their turn.

U2 - 10.1145/3392063.3394433

DO - 10.1145/3392063.3394433

M3 - Conference contribution/Paper

SP - 426

EP - 437

BT - IDC '20: Proceedings of the Interaction Design and Children Conference

PB - ACM

CY - New York

ER -