Children’s Online Collaborative Storytelling during 2020 COVID-19 Home Confinement

  1. Cristina Alonso Campuzano 1
  2. Giuseppe Iandolo 1
  3. María Concetta Mazzeo
  4. Noelia Sosa González
  5. Michelle Jin Yee Neoh 2
  6. Alessandro Carollo 3
  7. Giulio Gabrieli 2
  8. Gianluca Esposito 3
  1. 1 Universidad Europea de Madrid
    info

    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

  2. 2 Nanyang Technological University
    info

    Nanyang Technological University

    Singapur, Singapur

    ROR https://ror.org/02e7b5302

  3. 3 University of Trento
    info

    University of Trento

    Trento, Italia

    ROR https://ror.org/05trd4x28

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Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2021

Volumen: 11

Número: 4

Páginas: 1619-1634

Tipo: Artículo

DOI: 10.3390/EJIHPE11040115 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

Digital collaborative storytelling can be supported by an online learning-management system like Moodle, encouraging prosocial behaviors and shared representations. This study investigated children’s storytelling and collaborative behaviors during an online storytelling activity throughout the 2020 SARS-CoV-2 home confinement in Spain. From 1st to 5th grade of primary school, one-hundred-sixteen students conducted weekly activities of online storytelling as an extracurricular project of a school in Madrid. Facilitators registered participants’ platform use and collaboration. Stories were audio-recorded, transcribed verbatim, and analyzed using the Bears Family Story Analysis System. Three categories related to the SARS-CoV-2 pandemic were added to the story content analysis. The results indicate that primary students worked collaboratively in an online environment, with some methodology adaptations to 1st and 2nd grade. Story lengths tended to be reduced with age, while cohesion and story structure showed stable values in all grades. All stories were balanced in positive and negative contents, especially in characters’ behavior and relationships, while story problems remained at positive solution levels. In addition, the pandemic theme emerged directly or indirectly in only 15% of the stories. The findings indicate the potential of the online collaborative storytelling activities as a distance-education tool in promoting collaboration and social interactions.

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