Group Storytelling Research Articles

Digital Storytelling Intervention for Enhancing the Social Participation of People With Mild Cognitive Impairment: Co-Design and Usability Study.

Community-based social participation has shown promise in delaying cognitive decline in older adults with mild cognitive impairment (MCI) who are at risk of developing dementia. Although group storytelling interventions have proven effective, the need for a skilled workforce to support people with MCI can limit broader community implementation. Technology-based interventions may offer a solution to this limitation by replicating the abilities of therapists. This study aims to co-design a digital storytelling intervention and evaluate its usability. This co-design process involved 3 stages, engaging people with MCI (n=12), their caregivers (n=4), and therapists (n=5) in Beijing, China. In the first stage, we used card sorting and voting methods to identify potential incentives for social participation and target the specific abilities that people with MCI wanted to enhance. In the second stage, we conducted brainstorming sessions with people with MCI and their caregivers to identify the potential features of a digital storytelling application named Huiyou ("meeting new friends" in Chinese). Finally, we assessed Huiyou's usability with people with MCI and therapists, leading to iterative improvements based on the usability findings. We uncovered a crucial link between boosting the self-confidence of people with MCI and their ability to address social participation challenges. Notably, we identified memory improvement and enhanced language expression as key factors for effective communication with grandchildren. Subsequently, participants suggested features and interfaces to address these challenges, leading to the development of Huiyou, a group-based digital storytelling application featuring functions such as generating story materials, conducting memory retrieval activities, and sharing stories. It received an "excellent" rating in the User Experience Questionnaire benchmark, displaying high levels of attractiveness, dependability, stimulation, and novelty. People with MCI achieved an average task completion rate of 87% (n=19; SD 0.13) of the 22 tasks. However, feedback from people with MCI and therapists highlighted usability issues in navigation, activity management, user interface, and feature optimization, indicating a need for improved accessibility and efficiency. The co-design approach contributed to developing the Huiyou prototype, supporting community-based social participation. User feedback highlighted the potential of Huiyou to enhance well-being and facilitate meaningful social interactions while maintaining crucial existing relationships.

Accelerating Health System Change and Transformation with the Health System Transformation Playbook: A Work Shop for Practitioners

Introduction: Health systems are complex adaptive systems (CAS) operating within larger socioeconomic contexts. Health system transformation (HST) is a complex endeavour that often results in unintended consequences. Existing methods to drive health system transformation is slow, have intrinsic limitations, and may impede successful implementation in local contexts.
 Yishun Health is a small regional population health system of 320,000 people. In our HST experience, services redesign and transformation projects were initiated continuously through time with transformation actions interacting across all health system sub-systems e.g. governance, manpower, financing, informatics systems, etc. Ensuring synergistic and coherent transformation into a more people-centred, integrated and value-driven health system at scale was extremely challenging.
 We designed a Health System Transformation Playbook (HSTP) as a design-, systems-, and complexity-thinking enabled methodology to systematically design, prioritize and test health system and services transformation actions, anchored on a three-step (1) iterative story-telling, (2) model building and (3) pathfinding process that tackles the scale of socially and technologically complex adaptive systems through time.
 It is hypothesized that the use of HSTP enables stewards of health systems to gain a more systematic and coherent understanding of health systems services planning and organization development, so as to accelerate transformation towards people-centred, integrated and value-driven health systems.
 Workshop: Our experience suggested that any HST method with the hope of accelerating whole system change must address the need to train and gather numerous stakeholders as co-designers, it must enable a continual series of innovations that remain synergistic despite their introduction at different time points and into different sub-systems of a CAS, and it must guard against incremental-only innovations, premature convergence and lock-in into HST paths that are less transformative or with potential negative effects.
 We hope to engage with health system leaders, designers, organization development and change management practitioners across the world through a facilitated workshop that encourages participant sharing and group discussion on how we lead and accelerate HST in our own organizational and cultural contexts. The session aims to co-create new knowledge on HST methodologies that can accelerate whole health systems change and transformation.
 
 Outline of Workshop (90 minutes) 
 
 Introduction to Health System Transformation (5min)
 Presentation on Health System Transformation Playbook (15min)
 Table Discussions (25min):
 
 - Group Story Telling: Each participant to share own experiences in leading and facilitating large scale or whole health systems change and transformation. Highlight valuable lessons, especially what didn’t work, counter-intuitive results and reasons.
 - Pathfinding: Generate questions or recommendations for accelerating HST. 
 
 Table Read Back & Facilitated Q&A (25min)
 Invitation to Share Personal Takeaways (15min)
 Closing (5min)
 
 Facilitators: A/Prof Ng Yeuk Fan & Dr Teo Ken Wah

P184: Creativity during COVID-19: Evaluating an online TimeSlips storytelling program for people living with dementia during quarantine in Cloumbia

Objectives:Since its first implementation in 1998, significant evidence has been presented of the positive impact of the TimeSlips creative expression method for people with dementia in long-term care (LTC) settings. Our research with people with dementia in Colombia extends this evidence in important new directions: it is the longest TimeSlips study to date (at 32 consecutive weeks); it is the first to evaluate the feasibility of the online delivery of the method (in response to the strict COVID-19 quarantine in Colombia); it is the first study to investigate the impact of the TimeSlips method on the personhood, quality of life and psychological well- being of Spanish-speaking participants in non-LTC settings in the Global South.Methods:Trained facilitators provided weekly, one-hour TimeSlips group storytelling sessions via Zoom over 32 consecutive weeks to eight participants with dementia. Semi- structured interviews of participants and care partners were conducted within one week of the final intervention. Thematic analysis evaluated the resultant qualitative data.Results:Our online implementation of the TimeSlips creative expression method reinforced key facets of participants’ personhood (self-expression and self-perception, which led in turn to increased care partner appreciation), had a positive impact on key domains of quality of life (mood, energy levels and cognitive function) and stimulated a key aspect of psychological well-being (the formation and maintenance of social ties).Conclusions:Our study demonstrated that the online delivery of the TimeSlips method to participants who remain in their own homes is both feasible and effective. With more than 2.5 million people with dementia in Latin America (most of whom remain at home post-diagnosis) and a predicted 180% increase in prevalence to 2050 (compared with a 70% increase in Europe), our pioneering study offers important precedents for future, related research, in which a direct comparison between the benefits of online versus face-to-face delivery of the method would be important next step.

The way storytellers communicate to influence the audience's reactions in the Kumpul Dongeng Surabaya Community

Realizing that not everyone can tell stories well and engagingly, a researcher is interested in investigating the communication patterns of storytellers in creating audience responses in the "Kumpul Dongeng Surabaya" community. The goal is to understand the methods or communication patterns storytellers use to deliver their stories.Using a qualitative descriptive method, the researcher employs the S-O-R (Stimulus-Organism-Response) theory, which aims to determine: 1. Stimulus, 2. Organism, and 3. Response through observations, data collection, and interviews with four informants (storytellers and audience members) from the "Kumpul Dongeng Surabaya" community in order to obtain accurate data. To ensure that their stories captivate the audience and prevent them from losing interest, storytellers must skillfully design themes that cater to the audience's needs. Additionally, storytellers utilize vocal intonation and nonverbal cues, as well as visual aids such as puppets, wayang (traditional Javanese shadow puppets), illustrations, clowns, and sound effects. Furthermore, in the storytelling group, the message (stimulus) conveyed to evoke the storyteller's response should also be delivered using a structured scheme.

Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

This paper reports on a study aiming at examining the effect of the digital storytelling approach on the aggregate reasoning of high school students. A pretest-posttest quasi-experimental design was implemented on 50 10th-grade students for five weeks to reveal the effectiveness of digital storytelling in mathematics courses regarding aggregate reasoning. Results of statistical analysis showed a significant improvement in aggregate reasoning in favor of the students in the digital storytelling group. It was also noted that aggregate reasoning was specifically enhanced to analyze data and interpret results rather than the other two components (formulate question and collect data) in the experimental group. The results support the idea that the use of digital storytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning.

Empirical Study of the Elders’ Participation in A Distance Life Story-Telling Group Program

Empirical Study of the Elders’ Participation in A Distance Life Story-Telling Group Program

Antiracist and Trauma-Informed: Enhancing Social and Emotional Learning to Build Resilience

For decades, trauma and racism have been understood to be undertreated public health issues. The disproportionate impact of the global pandemic, police brutality, and hate crimes on people of color has underscored the extent to which racism intersects with trauma. Schools have the potential to be the safe space in a child’s life, and school social workers are well positioned to deliver antiracist, trauma-informed interventions to address social and emotional reactions to traumas (including racial trauma) that inevitably arise in school. This article uses our pilot of The Body’s Story (Kotzin, 2017) to illustrate the need for an intersectional approach to social and emotional teaching that actively addresses racism and trauma. It centers somatic awareness in teachings of emotions and integrates play and storytelling with a goal of enhancing internal and external resilience. The Body’s Story is a six-session manualized intervention developed to fill identified gaps in social and emotional learning (SEL) programs. SEL programs, while accessible, lack an antiracist, trauma-informed foundation. The Body’s Story was designed to be led by a social worker as a trauma-informed supplement to SEL or as an introductory stand-alone program. The central activity is a modified group storytelling technique (Paley, 1991) in which students collaborate to create and perform short stories that build on a session theme. Lessons, activities, and discussions facilitate students building self-awareness, learning to trust sensations in their body, and acknowledging the connection to emotion. Session structure is predictable, with clear boundaries to build safety while encouraging freedom to express, connect, and play.

IT COULD BE ANYTHING YOU WANT!: VITAL INVOLVEMENT OF PERSONS WITH DEMENTIA IN CREATIVE GROUP STORYTELLING

Abstract The benefit of vital involvement (VI) in dementia care is largely unknown. The purpose of this study is to demonstrate VI elements in a creative group storytelling program for persons living with dementia (TimeSlips). After offering 6 weekly storytelling sessions for 4 small groups in a memory care community, we interviewed participants (n = 21), family members (n = 2), and care associates (n = 6) to obtain feedback on the program. Themes from narratives in the audiorecorded and transcribed interviews suggest that participants enjoyed the program, enacting their personal values, strengths, and interests, and incorporating their past and current experiences, as supported by their sociospatial environment (e.g., facilitator, co-participants, researchers, shared table). When paired with the VI practice, creative group storytelling has potential to magnify favorable outcomes for participants with dementia, who may express more fully their meaningful engagement with their inner (psychological) and external (social and physical) world.

Finding voice in a year of collective trauma: Case study of an online photovoice project with youth.

In this article, we share findings from a qualitative case study of a virtual youth photovoice program implemented across three regions of the United States. The purpose of the program was to engage youth in research on a social issue relevant to them during an unprecedented year marked by two public health crises, COVID-19 and anti-Black racial violence. Results of an analysis of curriculum and archival program materials lend support for online strategies for youth engagement including individualized support and online audiovisual presentations with avatars. Racial justice and trauma-informed adaptations were designed to be responsive to youth needs for flexible programming and safe spaces. Themes captured in the first online gallery of youth photos include (1) tools for mental health, (2) meaningful connection, and (3) community advocacy, bringing attention to structural issues as well as family and community strengths. Findings suggest photovoice can be thoughtfully adapted for youth researchers and support individual and group storytelling in response to collective trauma.

The Effectiveness of Storytelling on Decision-Making of Preschool Children

Decision-making, as one of the cognitive processes, poses high importance in human life. This research aims to compare the effectiveness of storytelling and training on children's decision-making skills. In this study, 135 preschool girls were selected as multi-stage cluster sampling and randomly assigned into three groups: control group, training group, and storytelling. The research method was experimental, and its design was quasi-experimental, pre-test, and post-test. One-way variance and Tukey tests are utilized to analyze data, and the effect of teaching decision-making on children showed that the storytelling group's performance was higher than the training and control group. The results showed that storytelling has a significant effect on the decision-making skill of preschool students.

Audio-visual storytelling for reducing dental anxiety in Iranian children: a randomized controlled trial.

The aim of the study was to compare the effectiveness of the audio-visual storytelling method and the "tell-show-do" (TSD) technique on reducing children's dental anxiety. A controlled clinical trial study was performed with two experimental groups and a control group. Forty-five 6-to-9years old children were randomly divided into the groups. Venham Picture Test and Facial Image scale were used as measurement tools. Repeated measures analysis of variance and Bonferroni post hoc test were used to evaluate the interventions. The results of the post hoc test showed that there was a significant difference between the mean scores of the control group and storytelling group according to both anxiety scales (p = 0.001). Also, there was a significant difference between the mean scores of the control group and TSD group according to both anxiety scales (p = 0.01). The audio-visual storytelling appears an effective, applicable method for reducing children's dental anxiety. However, it is significant to select an appropriate story and also to consider the dentist-patient relationship.

Enacting relationships through dialogic storytelling

This study investigates the dialogic affordances of story circles, a small group storytelling activity, enacted in three lower socioeconomic status preschool classrooms. Results show that children employed a range of dialogic strategies from ideationally populating their stories with other children to negotiating participation and making evaluative appraisals of children's stories. Boys, in particular, engaged in a more pronounced co-constructive storytelling style as the children used stories to enact relationships through the discourse systems of ideation, negotiation, and appraisal. The children's storytelling reveals the importance of child-led, dialogic talk for supporting meaning making in early childhood education.

Educational approaches to improving knowledge and attitude towards dental hygiene among elementary school children

The selection of appropriate dental health education methods will be beneficial in promoting dental health. This study aimed to determine the difference in the effect of role-playing method and storytelling method on knowledge and attitudes towards oral hygiene among elementary school students. The research subjects were 112 students in grade 5. The subjects were divided into 2 different treatment groups, namely 56 students in grade 5 at SD Negeri Tegalrejo I with the storytelling method and 56 students in grade 5 at SD Negeri Tegalrejo II using the role-playing method. The measuring instrument in this research was a questionnaire. The data analysis used the Mann-Whitney test and Wilcoxon Signed Ranks test because the data were not normally distributed. The results of the analysis showed that there was a significant increase over time in knowledge and attitudes carried out in 3 assessments. The mean rank for delta values between the pre-test and posttest 2 for the knowledge variable using the role-playing method was 51.29 while that using the storytelling method was 61.71. Meanwhile, the mean rank for delta values for the attitude variable using the role-playing method was 49.93, while that using the storytelling method was 63.07. The results of the delta analysis from pre-test to post-test 1 and pre-test to post-test 2 showed that the storytelling group experiences a higher increase in knowledge and attitudes than the role-playing group (p<0.05). Provision of education using a storytelling method shows better improvement in students’ knowledge and attitudes towards oral hygiene than using a role-playing method.

Using digital storytelling in Rational Emotive Behavior Therapy: comparison of two online interventions

ABSTRACT Constant development of information technology in human lives has encouraged them to use technology in the field of educational sciences. This study aimed to investigate the effect of digital storytelling in online psychological services and its application using Rational Emotive Behavior Therapy (REBT) on reducing coronavirus anxiety and increase academic and social integration. The research design was based on quasi-experimental designs with pretest and posttest and follow-up with control group. The statistical population of the current study consisted of all undergraduate students in Tehran in 2020. For this purpose, 98 students were selected as the sample and randomly assigned into two experimental groups of digital storytelling and online psychology and a control group. The results showed that digital storytelling and online psychology groups have a significant effect on reducing coronavirus anxiety and increased academic and social integration. Comparison of the experimental groups showed that the digital storytelling group outperforms the online psychology group in reducing coronavirus anxiety and increased academic and social integration of students. According to the results of this study, it can be concluded that storytelling can be used in online psychological services and REBT is compatible with online psychology and digital storytelling.

Digital Storytelling Review in a Pharmacy Self-Care Course.

Digital storytelling is a type of active learning that allows instructors to simulate real-life situations through a series of connected videos. While this technique has been used in other healthcare education disciplines, its use in pharmacy has not been well documented. A digital storytelling model was incorporated in a required self-care pharmacy course to assess if the technique was helpful to improve the knowledge, confidence, and satisfaction of students. Due to a shift in online learning, the self-care course offered a remote exam review session containing a digital storytelling model, and this approach was compared to an in-person exam review that followed a lecture-based model held earlier in the course. Pre- and post-knowledge assessments were given to determine the impact of the digital storytelling review. There were 50 students involved in both sessions and there was a 70% response rate in the digital storytelling group and a 90% response rate in the lecture-based group. Students’ knowledge numerically improved, but not to a statistically significant level for most questions. Nonetheless, students reported more confidence (p < 0.05) in their ability to pass the upcoming exam following the digital storytelling review. Thematic analysis revealed that the digital storytelling session was engaging and interactive, though time-management and breakout rooms could be further optimized. Based on these results, exam review in a required self-care pharmacy course using a digital storytelling format may be a suitable method for students to apply course content and may particularly be of utility in online or hybrid courses.

Promoting self-management behaviors in adolescents with type 1 diabetes, using digital storytelling: a pilot randomized controlled trial

BackgroundThis study aimed to assess the effects of digital storytelling on the self-management behavior of adolescents with type 1 diabetes (TID).MethodsIn this pilot randomized controlled clinical trial, 60 adolescents with TID were randomly allocated into two parallel groups: intervention (training with digital storytelling method, n = 33) or control (training with a conventional method, n = 33). The primary outcome was assessing the Self-Management behavior of adolescents with TID (SMOD-A) at baseline and three months after the intervention.ResultsThe results revealed that digital storytelling could significantly improve self-management behaviors amongst adolescents with TID (P = 0.005). In contrast, in the control group, no significant changes were observed (P > 0.05). Furthermore, the mean score of Collaboration with Parents subscale was significantly higher in the digital storytelling group than in the control group after the intervention (p = 0.022). The results also showed that the level of Collaboration With Parents' subscale scores had a meaningful reverse relationship with the adolescent age after digital storytelling (p = 0.048). Repeated measures ANOVAs showed that there were significant main effects of time and group on collaboration with parents(p = 0.002) and goal subscales (p = 0.035). With respect to HbA1c levels, significant changes were not observed in any of the groups (P > 0.05).ConclusionsDigital storytelling is practicable and a potentially beneficial training modality for adolescents with TID.Trial registrationThis trial was respectively registered.ClinicalTrials.gov Identifier: IRCT20191220045828N1.Date of registration: Oct 29. 2020.

The Story as a Palliative for the Loss of Learning in a Specific Audience: The Case of Visually Impaired Students

This study is interested in the question of learning scientific knowledge related mainly to environmental education in an informal education setting through a sample composed of visually impaired students (14 students), belonging to a Club of environmental education at the ATEEA headquarters, in the region of Sfax. Six stories and six knowledge / understanding tests on various environmental themes were administered during six sessions. Each session was spread over 3 moments, namely a pretest evaluating initial knowledge; recitation of the story (by the storytelling technique in the experimental group (N = 7) and by the reading technique in the control group (N = 7) and finally a post-test involving the same concepts mentioned in the preliminary test. Analysis of the mean scores between pre-tests and post-tests shows a significant improvement in correct answers for students in both groups. On the other hand, the students of the storytelling group showed a significantly higher performance than that of the students of the reading group at the level of the correct answers to the causal propositions. Thus, the storytelling methods made it possible to compensate for the loss of learning leading to the understanding of the different narrative texts recited in the experimental group. The study recommended using stories and the practice of storytelling in school and out-of-school context (clubs, sequences recorded on educational platforms, etc.) in order to remedy the learning loss for visually impaired students in a particular way and for other students in general.

The Approach of Upgrading Sustainability Competencies in the Market for One Tambon One Product Entrepreneurs in Praiwan Subdistrict, Tak Bai District, Narathiwat Province, Thailand

The objectives of this study were to (1) study OTOP (One Tambon One Product) entrepreneurs’ competencies in Praiwan Subdistrict, Tak Bai District, Narathiwat Province, and (2) upgrade sustainability OTOP entrepreneurs’ competencies in Praiwan Subdistrict, Tak Bai District, Narathiwat Province. The mixed-method research technique was used in this study; the sample was 286 OTOP entrepreneurs in Praiwan Subdistrict, Tak Bai District, Narathiwat Province; and the interviewees were seven groups of OTOP (One Tambon One Product) entrepreneurs in Praiwan Subdistrict, Tak Bai District, Narathiwat Province. Questionnaires and interview forms were used to gather data, then analyzed using percentage, mean, and standard deviation statistics. The research results can be summarized as follows: 1) In Praiwan Subdistrict, Tak Bai District, Narathiwat Province, Overall, OTOP (One Tambon One Product), entrepreneurs’ competencies, are at a high level. The character feature was the most important, followed by the knowledge feature, and the skill feature was the least important; and 2) upgrading sustainability OTOP (One Tambon One Product) entrepreneurs’ competencies in Praiwan Subdistrict, Tak Bai District, Narathiwat Province by arranging course training workshops including product photography workshop, online marketing, Facebook page, live broadcasting, group storytelling, packaging, and branding.

The Action Research Collective: Using Participatory Action Research to Support Graduate Student Development

The Action Research Collective:Using Participatory Action Research to Support Graduate Student Development Keneisha Harrington (bio) and Robin Phelps-Ward (bio) Within the last 20 years, graduate student enrollment in the U.S. has increased by 39% (NCES, 2019). Such a growing population of students pursuing postbaccalaureate degrees necessitates that institutional leaders direct more of their efforts and resources to graduate students and their development and socialization (Gardner & Barnes, 2007). The need grows increasingly important when we consider the experiences of graduate Students of Color (GSOC) at predominantly white institutions (PWIs). These students face added barriers throughout their graduate journeys given the legacy of racism embedded within US educational institutions (Brunsma et al., 2016; Gildersleeve et al., 2011; Wilder, 2013). From microaggressions and exclusionary practices to epistemic violence and racial battle fatigue (Clark et al., 2012; Levin et al., 2013), the social sciences literature has highlighted the multitude of ways GSOC experience racism. Further, scholars have continued to underscore the prevailing influence of campus racial climate in relation to GSOC recruitment and retention, noting programs, policies, and practices that acknowledge, address, and disrupt inequities (Griffin et al., 2012). However, the literature dedicated to researching specific diversity, inclusion, equity, and justice (DIEJ) initiatives and their associated effectiveness remains scant (Patton et al., 2010). Thus, in this paper, we focus on a particular student-led organization designed to support GSOC development—the Action Research Collective (ARC)—and briefly discuss the team's history, its research project, and outcomes for its graduate student members determined through an evaluation study. Ultimately, the purpose of this paper is to provide those who support graduate students (i.e., student affairs professionals, faculty) with a participatory action research team model to support graduate students' development and belonging, as well as their skills as emerging scholars. ARC is a team of graduate students (predominantly Students of Color) who organized during the fall of 2016 at Clemson University, a large, public research university in the South, to respond to the institution's racist campus climate. Although student-led activism against campus racism had been brewing for many years at the university, tensions reached a pinnacle during the #SikesSitIn sparked by a racist campus incident. The student sit-in lasted more than 12 days, garnered national attention, and led to an administrator's decision to arrest five students who resisted demands to end their protest inside a campus administrative building. [End Page 736] ARC formed in response to the racial tensions at Clemson and sought to address the racist campus climate while building community and professional development opportunities for GSOC at the university. With the guidance of a tenure-track, higher education faculty member (Robin Phelps-Ward) who secured financial support from the graduate school (to provide professional development funds up to $500 to involved students), a small group of nine graduate students mobilized as a team. While the initial goals of the team focused on the students' individual professional development through research, the group ultimately decided to form an action research collective to address inequities and improve the university's campus racial climate (Hurtado et al., 1998). Within the initial months of organizing, students shared their experiences at the university navigating racism—on campus, in the community, in classes, and in interactions with peers—as well as the challenges they encountered gaining access to their graduate programs. Additionally, the team engaged in reflective prompts, group storytelling, and scholarly reading about the experiences of GSOC to define the group's purpose and goals. Based on these activities, the team collaboratively decided to engage photovoice methodology (Latz, 2017; Wang, 1999) because of its ability to powerfully illustrate experiences and potential effectiveness in reaching graduate education leaders at the university with the power to provide additional resources for GSOC and change inequitable policies, practices, and processes. At the time of this manuscript's authorship, ARC includes 23 student members, four faculty members, and several alumni who now work as student affairs professionals at various universities across the country. During the first three years of ARC's existence, the team focused on designing a photovoice research project, collecting and analyzing data, and sharing findings with peers, colleagues, and the broader research community at...

Perspective Sharing in Culture Group Games

This work investigates how to digitally mediate perspective sharing and face-to-face conversations within groups of museum visitors. We use the case of a storytelling group game and explore the potential of mobile technology as a tool to facilitate perspective sharing activities. Using information asymmetry, a "Social Mediator" role is introduced: players' choices get displayed only to a single group member, who thus undertakes a leading role. The findings of an experience prototyping user study with playtesting in situ show that participants effectively and naturally carried out the pertinent dialogue facilitation activities. We identify behavioral patterns and discuss the insights they offer, showcasing how they shaped the mobile design for the particular use-case. We conclude that the distribution of the Social Mediator role between participants could successfully facilitate perspective sharing within groups and reflect on its potential and limitations in different collocated game experiences.