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ED348012 IR015749
Title: Narrative and Episodic Story Structure in Interactive Stories.
Author(s): McLellan, Hilary
Pages: 10
Publication Date: February 1992
Notes: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Iowa
Journal Announcement: RIEDEC1992
A three-part
exploratory study was conducted to examine children's responses
to interactive, nonlinear HyperCard stories and the children's design
of stories in HyperCard. Twenty-three fifth graders took part in
a semester-long language arts training program that included HyperCard
as well as traditional stories in books. Two questions were posed:
how HyperCard affects children's understanding of story structure,
and what happens when the conventions of story--beginning, middle,
end--are transformed into a nonlinear form. First, the children
were introduced to a variety of children's stories, which were read
to them. The characteristics of story structure and the components
of stories were explained and discussed. Second, the children were
introduced to HyperCard through the "Amanda Stories,"
which are interactive, nonlinear narratives told through a series
of pictures that include simple animation and sound effects but
virtually no written text. After completing one of the "Amanda
Stories," they discussed the story structure and story features
and compared the story to book-based stories. In the third and final
phase, the children wrote and
illustrated their own stories, which were adapted to HyperCard.
Research methods used in this qualitative study included taking
notes on class discussion and student questions on the stories read
aloud from books; observation of student pairs working through the
"Amanda Stories" and related interviews; and evaluation
of student stories, both text and pictures. The results suggest
that children can adapt to the new story structure offered by HyperCard.
However, training in the features of story structure and having
students practice designing stories for the hypertext medium were
both beneficial to the students. (13 references) (BBM)
Descriptors: *Childrens Literature; Comprehension; Computer Software;
Grade 5; Hypermedia; Intermediate Grades; Microcomputers; Psychological
Studies; Qualitative Research; *Story Grammar; Story Reading; *Student
Reaction; Writing Exercises
Identifiers: Apple Macintosh; *HyperCard; *Interactive Fiction
