Children and Context-aware Inclusive Tuning of Cartoons. Design of multimedia contents in an inclusive perspective

Abstract

Thanks to the specific characteristics of multimedia language, cartoons can transmit significant messages to viewers, both emotionally and rationally: this contribution reflects on the potential of cartoons to facilitate and support inclusive processes (also) regarding children with disabilities. In addition to examining functional strategies for promoting a more aware and more active use by all subjects, the article proposes a possible use of Artificial Intelligence to support the dialogue between Media Education and inclusive processes. On one level, the adult (educator, teacher or parent) has the task of observing the child during viewing, interacting with the child and encouraging verbalization about what has been seen: technologies can offer additional data compared to what has been observed, allowing for an even more targeted way of acting with respect to the specific needs of each child. On another level, one can use the same data to create even more interactive content that allows the narration to adapt to the specific wishes, attitudes and needs of each child. Striving in the direction of educating the media, with the media and for the media, the article promotes a conscious and critical use of technologies: useful tools for both education professionals and family members.