Children’s engagement in an interactive storytelling tool
Authors
Kulsinskas, Arturas ; Konopackas, Povilas
Term
4. term
Education
Publication year
2016
Submitted on
2016-06-08
Abstract
Denne afhandling undersøger, hvordan børn i 3. klasse engagerer sig i et interaktivt fortælleværktøj, der kombinerer LEGO-baseret, håndgribeligt input med en tabletapp. Prototypen består af en fysisk plade, der genkender særlige LEGO-platforme med indbyggede modstande via en Arduino og sender information til en Android-app over Bluetooth. Børnene bygger figurer og bruger dem til at føre historien på tabletten videre, og systemet er tænkt til samarbejde og peer learning. Med udgangspunkt i O’Brien og Toms’ engagementmodel undersøger studiet, hvilke attributter (bl.a. æstetik, opmærksomhed, udfordring, kontrol, feedback, interesse, motivation, nyhedsværdi og oplevet tid) der fremmer eller hæmmer engagement, og sammenligner den taktile løsning med en tilsvarende applikation med traditionel touch-input. Et kvalitativt studie med gentagne målinger blandt 3. klasse-elever på Esbjerg International School indikerer, at den taktile fortælleløsning er engagerende og af et flertal foretrækkes frem for en standard touchscreen-app. Den nye inputmekanik og den umiddelbare auditive feedback var de mest engagerende elementer. Afhandlingen bidrager med en fuldt fungerende prototype og indblik i designelementer, der kan understøtte vedvarende, samarbejdsorienteret engagement i de tidlige klassetrin.
This thesis examines how Year 3 children engage with an interactive storytelling tool that combines LEGO-based tangible input with a tablet app. The prototype features a physical board that recognizes special LEGO platforms with embedded resistors via an Arduino and sends information to an Android app over Bluetooth. Children build character models and use them to advance stories on the tablet, and the system is intended to support collaboration and peer learning. Guided by O’Brien and Toms’ engagement model, the study explores which attributes (including aesthetics, attention, challenge, control, feedback, interest, motivation, novelty, and perceived time) foster or hinder engagement, and compares the tangible system to a similar application using traditional touchscreen input. A qualitative repeated-measures study with Year 3 pupils at Esbjerg International School indicates that the tangible storytelling system is engaging and preferred by a majority over a standard touchscreen app. The novelty of the input mechanic and the immediate auditory feedback emerged as the most engaging elements. The work contributes a fully functioning prototype and insights into design features that can support sustained, collaborative engagement in early primary classrooms.
[This summary has been generated with the help of AI directly from the project (PDF)]
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