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Supporting Interactive Storytelling with Block-Based Narrative Programming

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Part of the Lecture Notes in Computer Science book series (LNISA,volume 13138)

Abstract

Recent years have seen growing interest in utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities in K-12 education. At the same time, there is increasing awareness of the need to engage students as young as elementary school in complex topics such as physical science and computational thinking. Building on previous research investigating block-based programming activities for storytelling, we present an approach to block-based programming for interactive digital storytelling to engage upper elementary students (ages 9 to 10) in computational thinking and narrative skill development. We describe both the learning environment that combines block-based narrative programming with a rich, interactive visualization engine designed to produce animations of student generated stories, as well as an analysis of students using the system to create narratives. Student generated stories are evaluated from both a story quality perspective as well as from their ability to communicate and demonstrate computational thinking and physical science concepts and practices. We also explore student behaviors during the story creation process and discuss potential improvements for future interventions.

Keywords

  • Narrative-centered learning
  • Block-based programming

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Acknowledgments

This research was supported by the National Science Foundation under Grants DRL-1921495 and DRL-1921503. Any opinions, findings, and conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Smith, A. et al. (2021). Supporting Interactive Storytelling with Block-Based Narrative Programming. In: Mitchell, A., Vosmeer, M. (eds) Interactive Storytelling. ICIDS 2021. Lecture Notes in Computer Science(), vol 13138. Springer, Cham. https://doi.org/10.1007/978-3-030-92300-6_41

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  • DOI: https://doi.org/10.1007/978-3-030-92300-6_41

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