Playful Blended Digital Storytelling in 3D Immersive eLearning Environments

Mystakidis, Stylianos; Lambropoulos, Niki; Fardoun, Habib M.; Alghazzawi, Daniyal

doi:10.1145/2643604.2643632

Cited by 20 publications

(17 citation statements)

References 8 publications

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“…"Gamification" is a relatively new term used by researchers to refer to "the use of video game elements (rather than full-fledged games) to improve user experience and user engagement" in non-game contexts (Deterding, Dixon, Khaled, & Nacke, 2011, p. 2426. Previous research has argued that taking game mechanics and gameplay features such as avatars, badges, points, leaderboards, levels, and progress bars and incorporating them into the learning process can trigger positive engagement amongst primary and secondary learners (Mystakidis, Lambropoulos, Fardoun, & Alghazzawi, 2014), while Halloluwa, Vyas, Usoof, and Hewagamage (2018) report that participation in a gamified learning experience encouraged Sri Lankan pupils as young as eight years old to take ownership of their own learning, thus suggesting a shift towards a more learnerdriven collaborative environment.…”

Section: The Interventionmentioning

confidence: 99%

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Lymperis¹

2019

JALT

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Keywords AbstractEnglish as a foreign language (EFL); Greece; rural schools; self-organised learning environments (SOLE).Despite increasing demands in the labour market for higher-order thinking skills, along with OECD reports highlighting an urgent need for a curriculum reform in the crisis-ridden country that will aim to adopt a more holistic approach to the education and development of its young people, Greece is still ranking among the lowest across 30 OECD countries in terms of performance on 21st century competencies, such as creativity, while also performing well below average on foundational literacies such as scientific and cultural and civic literacy. It should be hardly surprising that the structural constraints imposed by a debt-ridden economy seem to weigh heavily on the administrators, who, recognising the need for the nation to play catch-up, are currently amidst a curricular reform for a number of secondary school subjects, yet inevitably pushing over 500 of the most marginalised primary schools operating in rural and socioeconomically challenged parts of the country down the list of priorities. It is against this very backdrop, then, that questions such as "How can we do more with less?" have greater currency than ever. This ongoing scholarship investigates the design of a targeted intervention aiming to provide support for the more disadvantaged state schools where there is currently no provision for the teaching of English as a Foreign Language (EFL) due to geographical and budgetary constraints. 'Self-organised learning' as an alternative, cost-effective model for the enactment of the primary English curriculum to current approaches has been put to the test. Pupils from eight such schools participated in a quasiexperiment consisting of weekly sessions where they were encouraged to self-organise, take responsibility for the direction of their own learning, demonstrate initiative, and collaborate effectively. Preliminary findings are discussed in terms of behavioural changes regarding the abovementioned skills, including the participants' preparedness to self-direct.

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Section: The Interventionmentioning

confidence: 99%

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Lymperis¹

2019

JALT

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“…Bonsignore's [14] work supports collaborative mobile storytelling for young children of 8-11 years old, which focuses on mobile reading and authoring to encompass both local and remote mobile authorship practices. In the educational program "From the Ancient to the Modern Tablets", target users can help a digital agent to time-travel back in a 3D Immersive eLearning Environments [15]. Rubart [16] proposed a multi-touch tablet system supporting face-to-face collaborative storytelling which could provide a natural interaction experience following the metaphor of a virtual meeting desk.…”

Section: Related Workmentioning

confidence: 99%

“…Interaction methods primarily used in the previous research are limited to the traditional human-computer interface (HCI) technologies, such as keyboard and mouse (e.g., [9,11]), handheld remote controller (e.g., [12]), and touch screen, including mobile phone and tablets (e.g., [10][11][12][13][14][15][16]). However, at present, the young children, also known as the "new media generation" or Digital Natives [17], were born in a richer media environment and they start to interact with new technologies from an early age.…”

Section: Related Workmentioning

confidence: 99%

Hand gesture-based interactive puppetry system to assist storytelling for children

et al. 2016

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Digital techniques have been used to assist narrative and storytelling, especially in many pedagogical practices. With the rapid development of HCI techniques, saturated with digital media in their daily lives, young children, demands more interactive learning methods and meaningful immersive learning experiences. In this paper, we propose a novel hand gesture-based puppetry storytelling system which provides a more intuitive and natural human computer interaction method for young children to develop narrative ability in virtual story world. Depth motion sensing and hand gestures control technology is utilized in the implementation of user-friendly interaction. Young players could intuitively use hand gestures to manipulate virtual puppet to perform story and interact with different items in virtual environment to assist narration. Based on the result of the evaluation, this novel digital storytelling system shows positive pedagogical functions on children's narrating ability as well as the competencies of cognitive and motor coordination. The usability of the system is preliminary examined in our test, and the results which showed that young children can benefit from playing with Puppet Narrator.

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“…Several studies have demonstrated the usefulness of storytelling for educational experiences [6]. In the cultural heritage domain storytelling is used for engaging students during the learning process, associating the narration to multimedia components [7], real scenes [8], augmented [9] and virtual reality [10]. While other tools offer repositories of assets for speeding the creation of stories, ToBoA-3D fully exploits the potential of collaboration and knowledge sharing.…”

Section: Related Workmentioning

confidence: 99%

Testing a Storytelling Tool for Digital Humanities

Pittarello

2015

International Conferences on Distributed Multimedia Systems

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Abstract-This work presents an evaluation of ToBoA-3D, a social web platform for the annotation of 3D models and the creation of stories. ToBoA-3D was evaluated through a pilot study realized in a real educational context, the 2014 edition of the Fall School in Digital Humanities, held at the Università Ca' Foscari Venezia in collaboration with theÉcole Polytechnique Fédérale de Lausanne (EPFL). The tool was presented during the School's lectures and then used by the students for creating stories during the labs' activities. The results of the study were collected through direct observation and a questionnaire. The answers evidenced positive feedbacks for the core features of the platform and led to define an initial set of guidelines for its educational use.

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Playful Blended Digital Storytelling in 3D Immersive eLearning Environments

Cited by 20 publications

References 8 publications

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Self-organised learning: Empowering the most marginalised schools of rural Greece?

Hand gesture-based interactive puppetry system to assist storytelling for children

Testing a Storytelling Tool for Digital Humanities

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