Storytelling with Augmented Reality

Meltem Yurt

doi:10.5771/9783845299488

Summary

Children love stories; they even need them. Through stories, they do not only dive into a fantasy world, but also learn to understand facts. Storytelling as a method of knowledge transfer is therefore widespread and essential. Can this tool be raised to a new, more effective level with the help of augmented reality (AR) technology? What potential or risks does augmented reality entail for children? The theoretical framework of this work is the topic of storytelling and its influence on children as a tool for knowledge creation, which is followed by the technical basics of augmented reality. Theoretical learning approaches as well as practical examples and various studies on learning efficiency reveal additional factors with regard to added didactic value. A model based on research literature with categories of AR storytelling is then applied to three case studies, and the results are evaluated by means of expert interviews put into a practical context. Finally, the author discusses the limitations of the use of technology in imparting knowledge to children.

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Bibliographic data

Copyright year: 2019
ISBN-Print: 978-3-8487-5774-9
ISBN-Online: 978-3-8452-9948-8
Publisher: Nomos, Baden-Baden
Series: Now Media
Volume: 4
Language: English
Pages: 109
Product type: Book Titles

Titelei/Inhaltsverzeichnis No access Pages 1 - 12
1. 1.1 Relevance of the topic and research question No access
2. 1.2 Structure and procedure No access
1. 2.1 The essence of storytelling for children No access
2. 2.2 Storytelling model No access
1. 1. 3.1.1 Definition by Azuma No access
  2. 3.1.2 Differentiation from other forms of Mixed Reality No access
  3. 1. Tracking No access
    2. Registration No access
  4. 3.1.4 Fields of application No access
1. 4.1 Potential of the target group children and adolescents No access
2. 4.2 Theoretical approaches No access
3. No access
4. 1. Areeka No access
  2. The Speaking Celt No access
  3. Aurasma No access
  4. Metaverse No access
  5. ARMakr App No access
5. 4.4 Studies on the learning effect No access
6. 1. 4.5.1 Three-dimensionality No access
  2. 4.5.2 Interaction No access
  3. 4.5.3 Real-Time-Effect No access
  4. 4.5.4 Location independence No access
  5. 4.5.5 User orientation No access
  6. 4.5.6 Supplementary information No access
1. 1. 1. 5.1.1.1 Reasons for selection No access
    2. 1. Motivation, interest No access
      2. Identification No access
      3. Emotionalisation No access
      4. Complexity reduction No access
      5. Three-dimensionality No access
      6. Interaction No access
      7. Real-time- effect No access
      8. User orientation No access
      9. Information supplement No access
  2. 1. 5.1.2.1 Reasons for selection No access
    2. 1. Motivation, interest No access
      2. Identification No access
      3. Emotionalisation No access
      4. Three-dimensionality No access
      5. Interaction No access
      6. Real-Time-Effect No access
      7. User orientation No access
      8. Information supplement No access
  3. 1. 5.1.3.1 Reasons for selection No access
    2. 1. Motivation, interest No access
      2. Identification No access
      3. Emotionalisation No access
      4. Three-dimensionality No access
      5. Interaction No access
      6. Real-time effect No access
      7. User orientation No access
      8. Information supplementation No access
2. 5.2 Summary and working hypothesis No access
1. 6.1 Presentation and justification of the selection of experts No access
2. 6.2 Method selection and interview procedure No access
3. 1. 6.3.1 Technical components No access
  2. 6.3.2 Age group children No access
  3. 6.3.3 Self-determination and explorative learning No access
  4. 6.3.4 Storytelling in conjunction with AR No access
  5. 6.3.5 Role of the parents No access
7 Summary and limitation No access Pages 86 - 88
Bibliography No access Pages 89 - 94
Table of figures No access Pages 95 - 98
Appendix: Transcripts of expert interviews No access Pages 99 - 109

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