Collaborative comic-based digital storytelling with primary school children

Abstract

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 collaborative storytelling and comics composition in an educational context. In this paper, we explored these aspects by developing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creating digital narratives individually and collaboratively. The results show that digital narratives created from collaborative storytelling are longer, more structured, and richer with meaning compared to stories from individual work. Moreover, 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. CCS CONCEPTS• Human-centered computing → Empirical studies in HCI .

"When I'm Writing a Story, I Am Really Good" Exploring the Use of Digital Storytelling Technology at Home

“…Children also engaged in media literacy and narrative thinking when putting together content using the DST. Motivated by the collaborative possibilities of DST, Rutta al (Rutta et al, 2020).…”

“…366) "family stories affect and reflect family culture by communicating who a family is, its norms, its values, its goals, its identity." Moreover, past research on DSTs has together shown the importance of collaborative and negotiated meaning making that children engage in whilst crafting stories with their peers [e. g., (Rubegni & Landoni, 2014) (Rutta et al, 2020) (Di Blas et al, 2010). The important role of stories in "making family" on the one hand, and the collaborative opportunities of making stories with others using DST on the other, motivates the focus of this work on DST and the family.…”

Development of E-Comic Learning Media Assisted by Video in Science Learning on Human Blood Circulation Material

“…This aligns with the opinion of Mioramalala et al (2021) who stated that media suited to students' conditions would facilitate learning. One type of media that can be used as technology-based learning media is e-comic (Mansur et al, 2023;Rutta et al, 2020). E-comic is a learning medium connected to the internet, with an output in the form of a link that can be accessed using digital media with a single click (Swandi et al, 2020).…”

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

“…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). Kervin and Mantei (2016) and Rutta et al (2020) found that digital storytelling had a positive impact on 8-year-old children's reflection and construction of science knowledge. The results suggest that digital storytelling can be an effective tool for promoting student learning and engagement in science education.…”