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.

Collaborative comic-based digital storytelling with primary school children

Rutta, Carolina Beniamina
;
Schiavo, Gianluca
;
Zancanaro, Massimo
;
2020-01-01

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.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11582/323266
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