Speakers
Description
このセッションでは、動画を用いたストーリーテリングと紙媒体によるストーリーテリングが、小学校における児童の英語学習にどのような違いをもたらすのかを検討します。授業での具体例をもとに、AIによるナレーションと教師によるナレーション、さらにシンプルな絵を用いた読み聞かせと、インタラクティブな読みの違いを比較します。GIGAスクール構想およびマルチメディア学習研究の枠組みの中で、さまざまな提示形態が児童の関与や言語習得にどのように影響するかを明らかにし、教育目的に沿ったストーリーテリング手法を選択するための基準を提案します。
Abstract section 3: Content/method
We will present classroom examples illustrating how children’s learning differs when stories are delivered through video‑based materials or paper‑based read‑aloud storytelling. Particular attention will be given to contrasts between AI‑generated and teacher narration, as well as between simple picture‑supported reading and interactive shared reading, to clarify how each modality shapes learner engagement and supports English language development.
Abstract section 1: Relevance
In 2019, MEXT launched the GIGA initiative to provide every student with a digital device and promote personalized and collaborative learning. In elementary English education, tablets have expanded learning opportunities. Research shows that learning improves when visual and verbal information are combined (Mayer, 1989) and when video materials include features such as subtitles and assessment tools (The e‑Learning Strategy Research Institute, 2013). With the growing use of tablets and recognition of video effectiveness, it is important to consider whether traditional read‑aloud storytelling can serve as a viable alternative to video‑based instructional methods.
Abstract section 4: Outcomes/results
Participants will gain insights into how children’s engagement and language learning vary across different storytelling modalities, including video‑based materials, paper‑based read‑aloud storytelling, AI‑generated narration, and teacher‑led narration. The session will highlight how these modalities shape learners’ attention, interaction, and comprehension, offering perspectives on selecting storytelling approaches that align with instructional aims. It also invites participants to reflect on read‑aloud practices that best support individually optimized learning in diverse classroom contexts.
Abstract section 2: Contribution/research questions
This presentation demonstrates how video‑based and paper‑based storytelling support children’s learning in distinct ways and proposes criteria for selecting each medium in relation to specific pedagogical goals.
Abstract section 5: References
e-Learning Strategy Research Institute. (2013) Survey on learners’ perceptions of video materials and report on the assessment of their educational effectiveness. Digital Knowledge.
https://www.digital-knowledge.co.jp/wp-content/uploads/2014/12/f5285f84412ca3.pdf
Mayer,R.E.(1989).Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2),240-246.
| Title | Video‑Based and Paper‑Based Storytelling in the GIGA Era |
|---|---|
| Teaching Context | Teaching children |