Abstract
The theoretical framework of this study combines the concepts of role playing, storytelling and perspective taking in the creation of an interactive virtual environment, in order to assess and train the ability of students in primary and secondary level to take the point of view of the characters of a narrative. In order to develop this sense of “role” in an interactive virtual environment, we relied on the Vladimir Propp's work on morphology of fairy tale. With regard to the identification of literary material, we have focused attention on the cycle of stories of Till Eulenspiegel. The research path provides a virtual reconstruction of the world of Till, through interactive 3D animation that represents the scenario of the tales: a medieval town in which we developed an objective view, a vision of the entire district in Third Person Camera, and a subjective view, in First Person Camera, centered on the point of view of the character. Students will, therefore, deconstruct and reconstruct the original story, basing on the answers which they give to Till Eulenspiegel, becoming in turn deuteragonists or antagonists, villains or donors, helpers or false heroes.. DOI: 10.5901/mjss.2014.v5n20p1118
Highlights
The conceptual framework of this study combines the concepts of role playing, storytelling and perspective taking in the creation of an interactive virtual environment, in order to assess and train the ability of students in primary and secondary level to take the point of view of the characters of a story
According to Moreno, role playing consists in imitating the roles of other people, and it can be considered a behavior that naturally occurs in children (Moreno, 1934)
Roles and Functions in Narrative Contexts In Italy, the effectiveness of role playing as a pedagogical method of animation has been underlined by Capranico and, more recently, by Bonaiuti, Calvani, Ranieri: Accordig to Capranico, role playing falls within active learning methods classifiable under the term simulation. [...]In an educational context role playing combines memory with mechanisms of creativity and identification activating the motor and affective memory " (Capranico, 1997)
Summary
The conceptual framework of this study combines the concepts of role playing, storytelling and perspective taking in the creation of an interactive virtual environment, in order to assess and train the ability of students in primary and secondary level to take the point of view of the characters of a story. The role playing, in the field of teaching, is a particular type of exercise designed to give to participants the chance to play the role of "actors", for a limited period of time It is a theatrical representation, in a broad sense, of a default situation, in which participants have the opportunity to examine their own behavior, to experiment with new attitudes, and especially, to emphasize different points of view in order to receive positive feedback. “Expert evaluation of the role-play sessions and resulting stories supports the view that the virtual role-play environment is beneficial to children with low literacy (Robertson & Good, 2003). "Graphical virtual environments provide a new medium for collaborative drama activities As they have become easier to develop, more researchers have chosen to investigate graphical virtual environments as a medium for role-play or story making (Robertson & Good, 2003)
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