Cultural differences in preference for which character the child would prefer to be Method 81...
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• Cultural differences in preference for which character the child would prefer to be
Method81 children (2 UK, 2 German schools) watched the storyboards
They then completed a scenario evaluation questionnaire. Questions inquired about reactions to the scenarios, character preferences, empathy, emotions and coping strategies. A 20 minute Classroom Discussion Forum concluded the session aiming to explore children’s attitudes and reactions towards the bullying scenarios and the characters.
Design implications
Correct language configuration for the bullying scenariosDevelopment of detailed bullying character profiles that children will comprehendStoryline design and progression and enhanced synthetic character design
In summaryUsing storyboards supplemented with written questionnaires and Classroom Discussion Forums has:
Storyboard EvaluationAimTo evaluate the bullying scenarios produced for FearNot:• Direct – physical ( boys)• Relational - social exclusion (girls)
Results• Scenarios and characters found to be
believable• Cultural differences in levels of
comprehension of the scenario• Children empathic towards victim
characters• Children identify with same gender
characters (particularly in the UK)• Girls have a more sophisticated
understanding of bullying
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Frances John Sarah Luke Janet
Characters in the Evaluated Scenarios
Germany
UK
Cultural Preference for Characters
Using Storyboards to Guide Virtual World DesignLynne Hall, Sarah Woods, Kerstin Dautenhahn & Polly Sobreperez
FearNot!FearNot - Fun with Empathic Agents to Reach Novel Outcomes in Teaching is a Virtual Learning Environment populated by 3D synthetic characters who represent the various characters in a bullying scenario in improvised dramas in a virtual school.FearNot is being developed by the VICTEC (Virtual ICT with Empathic Characters) project.
StoryboardingClassroom-based use of electronic
storyboarding software: Involves the creation of comic-strip like
representations Technique borrowed from the film and
television industry Electronic storyboarding particularly
appropriate for agents
Approach
Classroom Discussion ForumsDeveloped to obtain verbal feedback, following the approach typically used in schools of “Table Time” (small group discussions) followed by “Circle Time” or “on the carpet” (whole class discussion).
IssueFearNot’s primary users are 8 -12 year old children. It was essential to obtain their input at the early stage of lifecycle, however, no stable version of the software existed.
Storyboard Generation
Design Implications
Our approach to exploring bullying was found to be novel and engaging by children
Bullying scenarios were refined based on insights into children’s social behaviours and language capabilities.
Clear need for both relational and direct bullying scenarios
Results
• Storyboards depicting bullying behaviour successfully generated by all participants
• Most children found the storyboarding software package fun and easy to use and would use it again.
• Children stated that it made them think about the serious nature of bullying behaviour in a novel way
AimTo capture the stories and experiences that children tell about bullying behaviour.
Frames from Generated Storyboards
MethodStoryboards were generated by 15 pairs of 8-11 year old UK children over a 40 minute period. Feedback was gained through a Classroom Discussion Forum
Relational Scenario Storyboard
Physical Scenario Storyboard
• Promoted a child-centred approach in VICTEC
• Enhanced the design of scenarios • Allowed an exploration of the
importance of empathy in creating believable and engaging VLEs.
• Revealed important cultural and gender-related design implications for developing believable and engaging scenarios
FearNot! Interface & Characters