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Comparing canonical and digital-based narrative activities in a formal educational setting

Published: 09 June 2010 Publication History

Abstract

This paper is about assessing how and under which conditions digital technology interactions and activities can enhance socio-cognitive abilities in children. We address this issue through a comparison between canonical and digital-based narrative activities in a formal educational setting. The paper is based upon a case study carried on in a primary school in Lugano (CH), where children develop educational narratives in both traditional and digitalassisted formats. Three are the main issues addressed: Valorization and enhancement of different capabilities, Socialization and attitude change, Pupils collaboration strategies.

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Cited By

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  • (2020)Collaborative comic-based digital storytelling with primary school childrenProceedings of the Interaction Design and Children Conference10.1145/3392063.3394433(426-437)Online publication date: 21-Jun-2020
  • (2018)The TRiTS modelCognition, Technology and Work10.1007/s10111-015-0360-018:2(237-248)Online publication date: 20-Dec-2018
  • (2014)Fiabot!Proceedings of the 2014 conference on Interaction design and children10.1145/2593968.2593979(165-174)Online publication date: 17-Jun-2014
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  1. Comparing canonical and digital-based narrative activities in a formal educational setting

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    cover image ACM Other conferences
    IDC '10: Proceedings of the 9th International Conference on Interaction Design and Children
    June 2010
    389 pages
    ISBN:9781605589510
    DOI:10.1145/1810543
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    New York, NY, United States

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    Published: 09 June 2010

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    Author Tags

    1. digital storytelling
    2. eLearning
    3. educational applications
    4. interaction design

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    View all
    • (2020)Collaborative comic-based digital storytelling with primary school childrenProceedings of the Interaction Design and Children Conference10.1145/3392063.3394433(426-437)Online publication date: 21-Jun-2020
    • (2018)The TRiTS modelCognition, Technology and Work10.1007/s10111-015-0360-018:2(237-248)Online publication date: 20-Dec-2018
    • (2014)Fiabot!Proceedings of the 2014 conference on Interaction design and children10.1145/2593968.2593979(165-174)Online publication date: 17-Jun-2014
    • (2013)Digital Storytelling and Educational Benefits: Evidences from a Large-Scale ProjectTransactions on Edutainment X10.1007/978-3-642-37919-2_5(83-101)Online publication date: 2013
    • (2011)Reviewing children's collaboration practices in storytelling environmentsProceedings of the 10th International Conference on Interaction Design and Children10.1145/1999030.1999049(153-156)Online publication date: 20-Jun-2011

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