The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a pedagogical tool to enhance learning outcomes across the curriculum, and digital storytelling is its new manifestation, as it can be used to enhance collaboration and creativity w...

$%675$&7 We describe the several possibilities of using storytelling in an Augmented Reality Environment to support the collaborative experience of the users in those environments. We start with the motivation of a lack of storytelling and experience in Collaborative Virtual Environments. As an implication of the need for such experiences, we give a general definition of Interactive Storytellin...

Entertainment systems promise to be a significant application for Mixed Reality. Recently, a growing number of Mixed Reality applications have included interaction with synthetic characters and storytelling. However, AIbased Interactive Storytelling techniques have not yet been explored in the context of Mixed Reality. In this paper, we describe a first experiment in the adaptation of an Intera...

This paper deals with the question of relations between videogames and narrative. By reading many of the existing studies on this topic, opposite conclusions can be drawn about the link between interactivity and narrative. To help us clarify these opposite conclusions, we will first use a distinction between story and storytelling. We will then analyse a corpus of narrative videogames to identi...

Of all forms of storytelling, interactive storytelling presents authors with a unique opportunity: while knowledge of the story’s audience remains unavailable to traditional story authors, the nature of interactive stories to encourage player interaction allows information concerning the player’s state to be automatically inferred. Given access to such information, an author’s decision-making w...

We present a study on using storytelling for teaching skills to low-income workers in the developing world. Taking a cue from work on using dramatized stories and video to promote technology use and agricultural and HIV/AIDS education, we investigated storytelling’s ability for teaching lowliteracy populations. We created a series of videos to teach domestic workers in urban India bed-making an...

Relations between parent-child emotion talk and children's emotion understanding were examined in 63 Spanish mothers and fathers and their 4- (M = 53.35 months, SD = 3.86) and 6-year-old (M = 76.62 months, SD = 3.91) children. Parent-child emotion talk was analyzed during two storytelling tasks: a play-related storytelling task and a reminiscence task (conversation about past experiences). Chil...