Abstract
This paper explores the effects of story creation interfaces for children that embody different types of psychologically-grounded cognitive approaches. Two versions of a story creation interface for children were created: one leads the user to focus on a macro-level structure of their story before furnishing scene details, while the other leads the user to focus initially on individual scene details before moving on to determine the macro-level structure of the story. A study was conducted to compare the use of the two types of story creation interfaces by children between the ages of 7 and 12. Findings indicate that different cognitive models can have differing effects on children’s storytelling. In our case, a micro-first model resulted both in greater ease of use as measured by flow and usability, and in richer stories produced.
Supported by National Science Foundation Grant #1736225 To Enact, To Tell, To Write: A Bridge to Expressive Writing through Digital Enactment.
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Acknowledgements
This research was supported by NSF Grant #1736225 To Enact, To Tell, To Write: A Bridge to Expressive Writing through Digital Enactment. We also thank Lexi Mitchell for contributing to the design and development of the interfaces.
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Brown, S.A., Chu, S.L., Loustau, T. (2019). Embodying Cognitive Processes in Storytelling Interfaces for Children. In: Cardona-Rivera, R., Sullivan, A., Young, R. (eds) Interactive Storytelling. ICIDS 2019. Lecture Notes in Computer Science(), vol 11869. Springer, Cham. https://doi.org/10.1007/978-3-030-33894-7_37
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