Impact of Shared iPads on Kindergarten Students’ Collaboration and Engagement in Visual Storytelling Activities

Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours

“…These findings further support the notion that immersive technologies enhance the learning experience (Suh & Prophet, 2018), while the metaverse specifically enhances imagination and creativity (Feng et al, 2022). Furthermore, with the aid of creative tools, students can easily erase and adjust the content of their paintings in the metaverse, as emphasized by Dashti and Habeeb (2020). Such a painting environment offers learners a wide range of expressive possibilities, enabling students to engage in artistic creation without spatial constraints and skill‐based restrictions.…”

“…The creation of painting contexts enables students to establish connections between their existing knowledge and the subject matter of the artwork (Ritchhart et al, 2011), thereby stimulating their creative thinking. By providing a collaborative space, students can modify the content of their drawings holistically through interactive engagement (Dashti & Habeeb, 2020), fostering their creative potential through shared experiences (Kukkonen et al, 2020). Consequently, existing research and practical attempts have explored various methods and tools to establish genuine contexts and collaborative spaces for painting.…”

“…It not only supports group members in achieving synchronized painting in a spatial sense, but also serves as a platform for students to engage in communication and discussions. Learners in an immersive space can monitor and adjust the painting content from a global perspective through interactions(Dashti & Habeeb, 2020), thus stimulating their creative potential through sharing. Furthermore, during the collaborative painting process, the EG exhibited fewer behaviours unrelated to painting, indicating a high level of immersion in the collaborative activities.…”

Storytelling Digital: Experience and Technology in Designs of Tele-Collaborative Projects in Higher Education

“…80,47% 80.47% of respondents consider that digital storytelling is a useful video teaching resource for education, which, well oriented to the other curricular elements, achieves the desired skills for its elaboration, most are oriented to apply in children's stories for education initial and primary, which together with technology can learn techniques of creation and management of audiovisual language, novel for students and develop digital skills (Basantes et al 2019). These results show that Storytelling is a significant educational resource (Dekker 2018); it favors collaborative work, content acquisition and language skills (Maureen et al 2018); fortifies the teaching experience, increases participation and creativity (Dashti andHabeeb 2020, Liu et al 2019). In this context, the results of (Sánchez-Vera et al 2019); show that 73% positively valued the experience of Tele-collaborative Projects, 98% learned to develop a digital Storytelling of video with history made for boys and girls from early childhood education, 98.3% of students considered it a useful educational resource in education therefore agrees quite similarly to the results of this research.…”

“…Teachers say that working with a storytelling increases the participation and the sense of personal fulfillment of students, favors critical thinking and problem solving skills together with collaboration between peers, they become more creative when narrating their experiences (Dashti and Habeeb 2020). Storytelling or storytelling also allows you to experience stories that unite the present and the past, the products delivered by students become significant, capable of surprising the expectant (Dekker 2018).…”