EXP: To Enact, To Tell, To Write: A Bridge to Expressive Writing through Digital Enactment

EXP：表演、讲述、写作：通过数字表演通往表达性写作的桥梁

• 批准号: 1929599
• 负责人: Sharon Lynn Chu
• 金额: $ 54.25万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-11-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1929599&HistoricalAwards=false
• 关键词: EXP; Enact; Tell; Write; Bridge

This cyberlearning project explores a novel approach, called Digitally-Augmented Enactment (DAE), to support learning expressive writing by children at the critical grade 4-5 developmental period, with a focus on English Language Learners (ELLs). Expressive writing is core to the learning of all school subjects. An alarmingly high percentage of students enter middle school with low proficiency in writing, which hinders further learning in high school and college. Children from these underserved populations are particularly at risk of withdrawing from writing during the grade 4-5 stage in school when it matters most. The key reason for children's difficulties is that writing requires not only mastery of writing mechanics (e.g., grammar, sentence structure), but also the possession of ideas to convey, and a mastery of the process of translating ideas into expression. Accordingly, the DAE approach bifurcates the writing process by harnessing the power of pretend play to bring forth children's imagination, enabling them to focus on ideas, without at the same time having to be concerned with the technical details of writing. DAE combines low-cost motion-tracking technologies, such as Kinects, with animation technologies. This technological environment allows children to enact with props and produces animated cartoons as the 'outline' for their essays which serves as a scaffold for their writing. The new technological approach to expressive writing is explored in a charter school and a public elementary school, both of which serve a high percentage of ELLs, and the majority of the students are on reduced lunch programs. The project will help children from diverse backgrounds to become literate individuals in a modern society. The project also provides unique cross-disciplinary educational and learning opportunities for undergraduate and graduate students to serve predominantly underserved communities.With the intensification of self-evaluation and the gradual engagement in symbolic thinking during this critical developmental period, children are at risk of developing negative perceptions of writing if no support is provided. The DAE approach intends to help children to move from ideas to written expression through a process of enacted imagination. The idea is for children to materialize their imagination through embodied enactment, and to transform this into an animated cartoon. The child is able to view and interact with this congealed imagination to engage their technical writing skills. This gives children license to engage their capacity for vivid pretend play to give ideas form and fuel the writing process. Hence, DAE facilitates a "minds-on" bridge between ideas and the formal writing activity through enactment and feedback. The DAE approach is embodied in a representative system that combines motion-tracking, sketch-recognition and animation technologies. The system will scaffold children's externalization, organization and conversion of ideas into writing-ready imagination. An iterative development, test, and evaluation strategy through lab studies will be used to ensure usability in Years 1 and 2, and classroom studies will be conducted in Year 3 to test for effectiveness and potential of the new technological genre. One grade 4 or 5 class from each of two schools (a charter school and a public elementary school) will engage in two writing assignments using the DAE approach, and two comparable assignments with conventional methods (e.g., graphic organizers). Both schools serve a high percentage of ELLs, who will participate in the studies. Video-based psycholinguistics and gesture analysis, interviews, questionnaires, and writing assessments will be used to understand how DAE may bridge the children's ideas to formal writing. This project will expand core understanding of how embodied processes participate in structuring and articulating ideas and imagination for writing.

这个网络学习项目探讨了一种新颖的方法，称为数字化颁布（DAE），以支持儿童在关键的4-5级发展时期的学习表达性写作，重点是英语学习者（ELLS）。 表达写作是学习所有学校学科的核心。令人震惊的是，学生的写作水平较低，这阻碍了高中和大学的进一步学习。这些服务不足的人群的儿童尤其有可能在最重要的时候在学校的4-5年级阶段退出写作的风险。 儿童困难的关键原因是，写作不仅需要掌握写作力学（例如语法，句子结构），而且还需要传达思想的拥有，以及掌握将思想转化为表达的过程。因此，DAE方法通过利用假装游戏的力量来提出孩子的想象力，使他们能够专注于想法，从而分叉写作过程，而同时不必关心写作的技术细节。 DAE将低成本运动跟踪技术（例如Kinects）与动画技术相结合。这种技术环境使孩子们可以通过道具制定，并制作动画动画片，作为他们的论文的“大纲”，这是他们写作的脚手架。在特许学校和一所公立小学中探索了表达写作的新技术方法，这两者都提供了很高的ELL，大多数学生都在减少午餐计划。该项目将帮助来自不同背景的儿童成为现代社会中的识字个人。 该项目还为本科和研究生提供了独特的跨学科教育和学习机会，以服务于服务不足的社区。随着自我评估的加强以及在这个关键的发展时期的象征性思维的逐步参与，儿童有他们发展负面的风险如果没有提供支持，对写作的看法。 DAE方法旨在通过颁布的想象过程来帮助孩子们从思想到书面表达。这个想法是让孩子们通过体现的制定实现自己的想象力，并将其转变为动画动画片。孩子能够与这种凝结的想象力进行观察并互动，以吸引他们的技术写作技巧。这使儿童许可使他们的能力生动地假装发挥作用，以提供想法并为写作过程推动。因此，DAE通过制定和反馈来促进思想与正式写作活动之间的“思想”桥梁。 DAE方法体现在结合运动跟踪，素描识别和动画技术的代表性系统中。该系统将脚阻塞儿童的外在化，组织和思想转换为写作就绪的想象力。通过实验室研究将使用迭代性开发，测试和评估策略来确保在第1和2年内可用性，并且将在第3年进行课堂研究，以测试新技术类型的有效性和潜力。来自两所学校的每所学校（一所特许学校和一所公立学校）的一个4年级或5年级将使用DAE方法进行两项写作作业，以及两个具有常规方法的可比作业（例如，图形组织者）。两所学校都为ELL提供很高的ELL，他们将参加研究。基于视频的心理语言学和手势分析，访谈，问卷调查和写作评估将用于了解DAE如何将孩子的想法桥接到正式写作中。该项目将扩大对体现过程如何参与结构和表达写作想法的核心理解。

项目成果

Investigating the Effects of Self-Avatars and Story-Relevant Avatars on Children's Creative Storytelling

研究自我化身和故事相关化身对儿童创造性讲故事的影响

• DOI: 10.1145/3313831.3376331
• 发表时间: 2020
• 期刊: International Conference on Human Factors in Computing Systems
• 作者: Zarei, Niloofar;Chu, Sharon Lynn;Quek, Francis;Rao, Nanjie 'Jimmy';Brown, Sarah Anne
• 通讯作者: Brown, Sarah Anne

The Effects of Interactive Emotional Priming on Storytelling: An Exploratory Study

• DOI: 10.1007/978-3-030-33894-7_42
• 发表时间: 2019-01-01
• 期刊: INTERACTIVE STORYTELLING, ICIDS 2019
• 作者: Rao, Nanjie;Chu, Sharon Lynn;Ospina, Daniel
• 通讯作者: Ospina, Daniel

Towards a Gesture-Based Story Authoring System: Design Implications from Feature Analysis of Iconic Gestures During Storytelling

走向基于手势的故事创作系统：讲故事过程中标志性手势特征分析的设计启示

• DOI: 10.1007/978-3-030-33894-7_38
• 发表时间: 2019
• 期刊: Lecture notes in computer science
• 作者: Brown, S. A.;Chu, S. L.;Quek, F.;Canaday, P.;Li, Q.;Loustau, T.;Wu, S.;Zhang, L.
• 通讯作者: Zhang, L.

Understanding Avatar Identification through Visual Similarity for Richer Story Creation

通过视觉相似性了解头像识别，以创作更丰富的故事

• 发表时间: 2019
• 期刊: Communications in computer and information science
• 作者: Park, Hannah;Brown, Sarah;Chu, Sharon Lynn
• 通讯作者: Chu, Sharon Lynn