5,835 research outputs found
Using a categorisation structure to understand interaction in childrenâs books
Childrenâs books can vary greatly in the type of and depth of interaction that is required from the reader. The types of interaction demanded by different types of books can be explored using contrasting paradigms. Previously Timpany & Vanderschantz (2012) proposed a categorisation of interactive childrenâs books that used two continuums that took into consideration Physical Enhancement and Content Sequencing. This paper looks at those categorisations made by Timpany & Vanderschantz (2012) and considers how the multitude of formats addresses either the physical or intellectual aspects of childrenâs reading and how this then may be used to engage the reader. To do this, a database of 132 books was audited to assess the interactivity of these books against those categorisation systems. The range of books surveyed is discussed in terms of what methods are used to create the interaction within each of the interactivity levels and across types of books. Findings from this audit demonstrate interesting interactions between age, physical enhancement versus content sequencing, and the relationship of these to mechanisms for interactivity such as paper engineering, illustration and story structure. The majority of the books in the sample have no interactive qualities on one of the two-categorisation scales. Physically enhanced books were marginally more highly represented on the scale at higher levels of interactivity. Counter intuitively, the physically interactive pop up books were seen to fall predominantly in lower categories (1 or 2) for physical enhancement, while books requiring image search, an intellectual activity, were also predominantly in the lower categories (1 or 2) for content sequencing
Player agency in interactive narrative: audience, actor & author
The question motivating this review paper is, how can
computer-based interactive narrative be used as a constructivist learn-
ing activity? The paper proposes that player agency can be used to
link interactive narrative to learner agency in constructivist theory,
and to classify approaches to interactive narrative. The traditional
question driving research in interactive narrative is, âhow can an in-
teractive narrative deal with a high degree of player agency, while
maintaining a coherent and well-formed narrative?â This question
derives from an Aristotelian approach to interactive narrative that,
as the question shows, is inherently antagonistic to player agency.
Within this approach, player agency must be restricted and manip-
ulated to maintain the narrative. Two alternative approaches based
on Brechtâs Epic Theatre and Boalâs Theatre of the Oppressed are
reviewed. If a Boalian approach to interactive narrative is taken the
conflict between narrative and player agency dissolves. The question
that emerges from this approach is quite different from the traditional
question above, and presents a more useful approach to applying in-
teractive narrative as a constructivist learning activity
Cartoons beyond clipart: a computer tool for storyboarding and storywriting
This paper describes the motivation, proposal, and early prototype testing of a computer
tool for story visualisation prior to storywriting. An analysis of current software for making
various types of visual story is made; this identifies a gap between software which
emphasises preset banks of artwork, and software which emphasises low-level
construction and/or drawing. A proposal is made to fill this gap, and a prototype
implementation of the proposal is described in the context of a school-based study with
Year 5, covering ages 9-10 years. Results from this prototype study both validate the novel
proposal made and demonstrate that children are capable of more complex graphical
interaction than most current software permits
Morphological and Syntactic Meaning: An Interactive Crossword Puzzle Approach
This research involved the use of word distributions
and morphological knowledge by speakers of Arabic learning English
connected different allomorphs in order to realize how the
morphology and syntax of English gives meaning through using
interactive crossword puzzles (ICP). Fifteen chapters covered with a
class of nine learners over an academic year of an intensive English
program were reviewed using the ICP. Learners were questioned
about how the use of this gaming element enhanced and motivated
their learning of English. The findings were positive indicating a
successful implementation of ICP both at creational and user levels.
This indicated a positive role technology had when learning and
teaching English through adopting an interactive gaming element for
learning English
Language and Collective Identity in Buñuel. Propaganda in the Film «España 1936»
En la memoria colectiva de los europeos, la Guerra Civil española ocupa un lugar destacado. El lenguaje cinematogråfico y la
representaciĂłn fĂlmica de esa contienda forman un ĂĄmbito relevante en el que estudiar algunos rasgos de la matriz cultural europea.
El presente trabajo selecciona parte de la producciĂłn fĂlmica de propaganda del gobierno republicano, en concreto los filmes de
montaje supervisados por Luis Buñuel. Al inicio de la contienda el cineasta aragonĂ©s vuelve a ParĂs siguiendo las indicaciones del
Ministerio español de Asuntos Exteriores para colaborar, en la embajada española en la capital francesa, en diversas labores de
contraespionaje y propaganda. Entre ellas y principalmente, Buñuel se ocupa de reunir, organizar y montar diverso material fĂlmico
prorrepublicano. A diferencia de otras producciones proyectadas en España, los filmes parisinos de propaganda republicana se
caracterizaron, en tĂ©rminos generales, por estar dirigidas a pĂșblicos de distintos paĂses europeos con el objetivo de romper la doctrina
de no intervenciĂłn en el conflicto y se inscriben dentro de las teorĂas y concepciĂłn de Buñuel sobre el documentalismo filmado,
donde primaba lo reflexivo y los recursos psicolĂłgicos que motivaran a la acciĂłn o a la toma de conciencia individual. El
presente texto se ocupa, en ese contexto, de la descripciĂłn y el anĂĄlisis del lenguaje y las prĂĄcticas fĂlmicas en esos años. De todas
ellas, el filme «España, 1936» (1937), es a la vez un ejemplo emblemåtico y singular
Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics
This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011â2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachersâ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the âframingâ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of âsymbolic violenceâ and of being âlabelledâ
Facilitating maximum benefit for students with attention deficit hyperactivity disorder in distance education
Traditional distance education environments are not conducive to learners with Attention Deficit Hyperactivity Disorder. The purpose of this literature review is to address how learners with Attention Deficit Hyperactivity Disorder (ADHD) can better succeed in distance education learning environments. The review defines distance education, and Attention Deficit Hyperactivity Disorder, and briefly explains some of the details of each. It then reviews strategies for helping students with Attention Deficit Hyperactivity Disorder. Considerations for Attention Deficit Hyperactivity Disorder in distance education are addressed. It discusses media, interaction, engagement of learners, feedback, motivation, and support systems as possible ways to help learners with ADHD succeed. Sources reviewed were books and articles by subject experts in distance education and Attention Deficit Hyperactivity Disorder. This review supports the idea that distance education can not only be an acceptable medium for education with students with ADHD, but that it may even be more beneficial than the traditional classroom when implemented properly to meet the learner\u27s needs
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
Adaptability and Procedural Content Generation for Educational Escape Rooms
We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student's individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students' performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field
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