The potential of narrative, as a mode of thinking and connective device for knowledge to be explored, has been highlighted multiple times in the past (Bruner, 1991; Herman, 2003). The research project "Media Education with Kids through Interactive Digital Storytelling" (MEKIDS) explores the use of interactive narrative and digital storytelling as a way to introduce elements of media education in learning settings with young children (8-11 years). In specific, a hypertextual interactive tool (’Fantanomio’) is developed to facilitate creative storytelling with young children about subjects that can be curated by educators. Inspired by "carte in favola" and other creative storytelling techniques with children (Rodari, 1973, ch. 23), the tool consists of story elements and characters (represented as images with captions) within various categories that can be edited via an online spreadsheet. Children are able to choose autonomously out of 3 algorithmically selected story elements each time they add a story element to an overall image sequence. This way, the resulting image sequence acts as a scaffold for the oral/written or theatrical production of a simple story, either individually or as a group-based activity. As teachers are able to customize and adapt the given story elements in the Fantanomio according to a specific learning subject, the creation of stories is intended to lead to conversations, questions and reflection in the classroom. This way the Fantanomio acts as a didactical option that bridges self expression and creative writing with subject-specific learning and the discussion of complex problems related to socially acute questions (e.g. digital civic education, social-emotional learning).

Following the research paradigm of educational design research (McKenney & Reeves, 2013), the research is carried out applying a mixed-methods approach across three stages: 1) exploration and analysis, 2) design and construction and 3) evaluation and reflection in an educational setting. Up until now, a prototype of the Fantanomio has been developed based on design principles based on Human-Computer interaction and other relevant areas like constructionism and Universal design for learning (UDL). Two cycles of classroom experimentation in elementary schools, have been carried out in 2021 and the beginning of 2022. In each cycle groups of 2-4 children work collaboratively with the Fantanomio on a computer on a story. Collected data include video recordings of the story creation process and the oral expressions of the children. Interaction analysis of video and audio data were used to gain information about the usability of the tool. Additionally, works of the children, like pictures and writings, are analyzed via qualitative content analysis in order to gain insights about the capability of storytelling to mediate between learning objectives and the lifeworlds of children.

Preliminary results show that the ability to customize educational technology to didactical needs has multiple benefits. For example, as children initially showed a preference for story elements that were drawn by other children, the Fantanomio in the second cycle was entirely equipped by drawings made by the children. Stories made by children proved to be congruent with the teacher’s didactical intentions, but also exhibit interesting entry points for further explorations and project works. Given that different subjects have been approached (e.g. risks and benefits of technology, social-emotional learning), guided digital storytelling proves to be a versatil didactical tool. Moreover, the research project positions itself at the intersection between story creation and playful reading. As the Fantastinomio qualifies as an interactive narrative as well as a multimodal digital artifact, the research provides the opportunity to connect several emerging research fields such as game-based learning, multiliteracy pedagogy (Cope & Kalantzis, 2009) and interactive digital narrative (Koenitz et al., 2015) in order to expand valuable digital pedagogy practices in educational contexts.

Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044 Herman, D. (2003). Narrative theory and the cognitive sciences Stanford University Center for the Study of Language; Information. Koenitz, H., Ferri, G., Haahr, M., Sezen, D., & Sezen, T. I. (2015). Interactive digital narrative: History, theory and practice Routledge. McKenney, S., & Reeves, T. C. (2013). Educational design research In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 131–140). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_11 Rodari, G. (1973). Grammatica della fantasia: Introduzione all’arte di inventare storie Torino, Einaudi Ragazzi.