Abstract
As students are consuming video content to a high degree without parental or other forms of guidance, we want to develop an interactive learning environment that supports media literacy with respect to video design. We argue that the reflection of design components and aesthetical structures are relevant also for younger students. In order to foster the perception of formal structures and raise awareness of different design qualities, we consider a pragmatic approach. This approach encourages experimental exploration and creative activities. We pursue a concept of gamification, which enables playful participation based on the freedom of exploration. It is assumed that a playful activity involving film design components as variable structures can enhance an aesthetic and therefore more abstract perception of the presented film plots. The core concept behind the educational application is built upon an interactive storytelling tool, which allows the creation of different variations of the same story.
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Friess, R. et al. (2015). Film Education for Primary-School Students. In: Schoenau-Fog, H., Bruni, L., Louchart, S., Baceviciute, S. (eds) Interactive Storytelling. ICIDS 2015. Lecture Notes in Computer Science(), vol 9445. Springer, Cham. https://doi.org/10.1007/978-3-319-27036-4_30
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DOI: https://doi.org/10.1007/978-3-319-27036-4_30
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