CHARACTER-EYES - Story-driven Inquiry from a Character’s Viewpoint

Annika Wolff, Paul Mulholland, Zdenek Zdrahal

2011

Abstract

Inquiry-based learning encourages students to pose questions, find and interpret multiple pieces of evidence and to present conclusions in a coherent presentation. The goal of this research is to demonstrate that narrative and story can support inquiry learning on a number of different levels. Characters who undertake familiar inquiry processes, such as a detective or an investigative journalist, can act as a focus around which an inquiry task can be conducted and a story can be constructed. These characters are intended to support a learner by helping them to understand the sorts of activities they may need to do in their own inquiry. More functional aspects of narrative can also underpin the process of the inquiry and assist a learner in understanding important relationships between facts. Finally, parallels between narrative structure and an inquiry process can be exploited to support a learner through the different stages of inquiry and provide help in producing the output and constructing a story, based on the conclusions of the task.

References

  1. Anderson-Inmann, L. And Kessinger, P. (2002) Promoting Historical Inquiry: GATHER Model. http://anza. uoregon.edu/TeachersWWW/Gather_model.html
  2. Conole, G., Scanlon, E., Kerawalla, C., Mulholland, P., Anastopoulou, S. and Blake, C. (2008). From design to narrative: the development of inquiry-based learning models. ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, Austria.
  3. Dillenbourg, P. and Jermann, P. (2007), Designing integrative scripts. In F.Fischer, I. Kollar, H. Mandl and J. M. Haake (eds) Scripting computer-supported collaborative learning, NY: Springer.
  4. Genette, G. (1980). Narrative Discourse. An Essay in Method. Cornell University Press, NY.
  5. Hicksa, D., Carroll, J., Doolittle, P., Lee, J., & Oliver, B. (2004). Teaching the mystery of history. Social Studies and the Young Learner 16(3), 14-17.
  6. Hicksb, D., Doolittle, P. E., & Ewing, T. E. (2004). The SCIM-C strategy: Expert historians, historical inquiry, and multimedia. Social Education, 68(3), 221-225.
  7. Hofer, M., Owings Swan, K. & Whitaker, S. (2004). The Historical Scene Investigation (HSI) Project: Facilitating Historical Thinking with Web-Based, Digital Primary Source Documents. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4801-4806). Chesapeake, VA: AACE.
  8. Kafalenos, E. (2006) Narrative causalities, Ohio State University Press
  9. Kirschner, P. A., Sweller, J. & Clark, R. E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
  10. Martin-Hansen, L. (2002) http://people.uncw.edu/kub askod/NC_Teach/Class_2_Teach_Strat/Teaching_Stra tegies/DefiningInquiry.pdf
  11. Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction. American Psychologist, 59(1), 14-19.
  12. Mott, B., McQuiggan, S., Lee, S., Lee, S. Y., and Lester, J. (2006) Narrative-centered Environments for Guided Exploratory Learning. In Proceedings of the AAMAS Workshop on Agent-Based Systems for Human Learning, Hakodate, Japan
  13. Plowman, L., Luckin, R., Laurillard, D., Stratfold, M. and Taylor, J. (1999). Designing Multimedia for Learning: Narrative Guidance and Narrative Construction. Proceedings CHI'99: ACM Conference on Human Factors in Computing Systems, Pittsburgh, PA, USA, 15-20 May 1999, 310-317.
  14. Thomas, J. M. and Young, M. (2007). Becoming Scientists: Employing Adaptive Interactive Narrative to Guide Discovery Learning, AIED-07 Workshop on Narrative Learning Environments, Marina Del Rey, California, USA
  15. Thorndyke, P. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, pp. 77-110.
  16. Wallace, R., Bos, N., Hoffman, J., Hunter, H. E., Krajcik, J., Soloway, E., Kiskis, D., Klann, E., Peters, G., Richardson, D. and Ronen, O. (1998) ARTEMIS: Learner-Centered Design of an Information Seeking. Environment for K-12 Education. In: Proceedings of CHI 7898. ACM 195-202
  17. Wolff, A., Mulholland, P., Zdrahal, Z. and Joiner, R. (2007) Re-using digital narrative content in interactive games, International Journal of Human-Computer Studies, 65, 3, pp. 244-272
Download


Paper Citation


in Harvard Style

Wolff A., Mulholland P. and Zdrahal Z. (2011). CHARACTER-EYES - Story-driven Inquiry from a Character’s Viewpoint . In Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8425-49-2, pages 402-407. DOI: 10.5220/0003339604020407


in Bibtex Style

@conference{csedu11,
author={Annika Wolff and Paul Mulholland and Zdenek Zdrahal},
title={CHARACTER-EYES - Story-driven Inquiry from a Character’s Viewpoint},
booktitle={Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2011},
pages={402-407},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0003339604020407},
isbn={978-989-8425-49-2},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - CHARACTER-EYES - Story-driven Inquiry from a Character’s Viewpoint
SN - 978-989-8425-49-2
AU - Wolff A.
AU - Mulholland P.
AU - Zdrahal Z.
PY - 2011
SP - 402
EP - 407
DO - 10.5220/0003339604020407