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The effect of a technology enhanced storytelling activity on kindergartners' emotion recognition

Visser, Iris (2018) The effect of a technology enhanced storytelling activity on kindergartners' emotion recognition.

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Abstract:Schools nowadays are placing a growing emphasis in their curricula on the social-emotional development of kindergartners. A storytelling table as an interactive storytelling activity could be used to promote this development. Two experimental conditions and one control condition have been developed in which 73 kindergartners worked in dyads on an interactive storytelling activity. Kindergartners in the experimental conditions were either facilitated by support of a tablet robot or an examiner as part of the interactive storytelling activity; kindergartners in the control condition worked on the same interactive storytelling activity without any support. The aim of this study was to investigate whether there were differences between the experimental conditions and the control condition, and the mutual experimental conditions concerning kindergartners' emotion recognition, story recall and their enactment process. A key finding of this study is that kindergartners in the experimental conditions enacted the story better than kindergartners in the control condition, since they showed higher levels of goal completion among dyads, higher levels of involvement at the individual level and recognized more emotions than kindergartners in the control condition. The interactive storytelling activity also had an effect on kindergartners' recognition of emotions, however there were no significant differences between conditions.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/74804
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