Rights statement: © ACM, 2018. 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 CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems http://doi.acm.org/10.1145/3173574.3173969
Accepted author manuscript, 4.2 MB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills
AU - Rubegni, Elisa
AU - Landoni, Monica
N1 - © ACM, 2018. 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 CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems http://doi.acm.org/10.1145/3173574.3173969 Author was employed at another UK HEI at the time of submission and was deposited at Lincoln University Repository, see link http://eprints.lincoln.ac.uk/30902/
PY - 2018/4/21
Y1 - 2018/4/21
N2 - In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children. © 2018 Copyright is held by the owner/author(s).
AB - In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children. © 2018 Copyright is held by the owner/author(s).
KW - Co-reading
KW - Co-writing
KW - Digital storytelling
KW - Pre-school
KW - Preliterate children
KW - Human engineering
KW - Teaching
KW - Authoring systems
KW - Authoring tool
KW - Communication skills
KW - Pre schools
KW - Vocabulary acquisition
KW - Writing skills
KW - Human computer interaction
U2 - 10.1145/3173574.3173969
DO - 10.1145/3173574.3173969
M3 - Conference contribution/Paper
SN - 9781450356206
SP - 10
BT - CHI '18 Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems
PB - ACM
CY - New York
ER -