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SUMMARY:LitSpatz-App: An Offer of Virtual Literary Walks for Primary Stude
 nts - Nora Heyne\, Peter Kuntner\, Maximilian Pfost
DTSTART;TZID=Europe/Amsterdam:20240925T150000
DTEND;TZID=Europe/Amsterdam:20240925T153000
DTSTAMP:20260811T233047Z
UID:pretalx-spathum24-GJ9ABF@pretalx.com
DESCRIPTION:The teaching of listening and reading\, including abilities to
  take on spatial perspectives and critical reflection in relation to one's
  own world\, are central goals of primary school education (KMK\, 2022). A
 s studies showed\, listening (Stanat et al.\, 2022) and reading literacy (
 McElvany et al.\, 2023) of many primary students in Germany do not meet mi
 nimum standards. However\, few findings are available to date on skills in
  the other areas\, in particular for spatial perspective-taking. Against t
 his background\, the pilot study presented addresses students need for sup
 port as well as unanswered questions about the status of skills that have 
 so far been little investigated. Hence\, one objective of the project is t
 o provide children with a digital offer for taking part in virtual literar
 y walks to promote their listening and reading literacy. In this app\, a s
 tory is presented auditorily and the locations of the story are visualized
  – via illustrations or a guided walk to the authentic locations – whi
 ch is accompanied by cognitively activating questions. In addition\, the s
 tudy examines previously little-researched competences of children\, e.g.\
 , their spatial perspective-taking in illustrated vs. visited places of ac
 tion.\n\nConcerning spatial imagination\, from the age of 7\, children are
  able to form flexible mental representations if they are given the opport
 unity to walk around places and view them from different perspectives (Lib
 en & Downs\, 1993). This corresponds to earlier assumptions and results ab
 out the concrete-operational thinking of children of primary school age (P
 iaget\, 1978) as well as to results on embodied cognition (Glenberg & Gale
 se\, 2012). According to current knowledge\, it can be assumed that childr
 en find it easier to understand texts if they relate to directly perceptib
 le objects. With respect to literary text comprehension\, children's spati
 al perspective-taking has rarely been studied. Current assumptions on text
  and image comprehension suggest that illustrations support children in de
 veloping situation models (Mayer\, 2021). Referring to findings and assump
 tions above\, it can be assumed that children are supported by visible pla
 ces of action\, which they see in the sense of "backdrops" of the story.\n
 \nMoreover\, viewing of a storys locations is also expected to enhance chi
 ldren's involvement in a story which is described in the concept of transp
 ortation (Gerrig 1993). Accordingly\, people immerse themselves in stories
  with their feelings\, their attention and\, through vivid mental images\,
  with their imagination (Appel et al. 2015\; Gerrig 1993). According to pr
 evious assumptions\, transportation is strongly related for developing rea
 ding motivation\, and hence\, for further improvement of reading literacy.
 \n\nAgainst this background\, the project developed an app for primary stu
 dents that takes into account the aforementioned aspects of (promoting) co
 mprehension processes. Specifically\, the app makes it possible to listen 
 to a walk-through story whose spatial constellations are illustrated by me
 ans of illustrations vs. directly accessible authentic locations. In addit
 ion\, the children are asked various cognitively activating questions betw
 een the scenes\, e.g.\, to critically reflect on the story as well as to t
 ake on spatial perspectives of the characters portrayed. This visualizatio
 n of the spatial scenery is expected to support children to understand the
  entire plot of the story and to reflect (critically) on it in relation to
  their own environment. Moreover\, it is expected that the visualization o
 f the spatial constellations can also promote the occurrence of transporta
 tion as well as processes of spatial perspective-taking with regard to the
  characters shown\, which are ultimately experienced as positive and motiv
 ating.\n\nThe study focuses on questions about children's different abilit
 ies in text comprehension when the spatial setting of the story is illustr
 ated by illustrations vs. directly accessible places. The children's abili
 ties examined are transportation\, abilities to take on spatial perspectiv
 es with regard to the characters portrayed\, as well as reading motivation
 \, for which differences are assumed in the various conditions: In particu
 lar\, it is expected that children listening to walk-in stories at the res
 pective play locations – compared to reception with illustrations – wi
 ll show stronger performances in investigated abilities. In addition\, the
  study examines how adult app users rate the usability of the app.\n\nTo i
 mplement the project\, an app was developed for participation in virtual l
 iterary walks to a walk-in story\, which can be used on PCs or cell phones
 . The screen successively shows a) maps of the respective locations\, b) b
 ars for playing the audio files\, accompanied by illustrations or maps for
  finding the authentic locations\, and c) cognitively activating questions
  for processing the text. In this way\, the story is presented in six scen
 es at a total of six locations. To be able to use the app\, the children r
 eceive an access code after prior registration by their parents.\n\nWhen t
 he app is started\, users can chose of whether they want to use the app a)
  on site in Bamberg\, or b) online with illustrations. Therafter\, the fol
 lowing screens either show only the site plans (version a) or illustration
 s of the locations (version b). In the course of using the app\, users' lo
 g data and answers to the questions presented are recorded. These question
 s relate to the children's entry requirements\, the conditions of their us
 e of the app\, and their answers to the various cognitively activating que
 stions\, including on spatial perspective-taking.\n\nThe sample of the stu
 dy includes children in learning groups in support facilities and schools 
 who use the app as part of the respective support program. In addition\, a
 dult users and people accompanying children who use the app are asked abou
 t the usability of the app by means of a questionnaire.\n\nIt is expected 
 that the results of the study reveal which abilities children show in text
  comprehension when the spatial scenery of the story is visualized by illu
 strations vs. directly accessible places using the app. Particularly\, the
 y show the extent to which children – under both conditions – show abi
 lities for spatial perspective-taking with regard to the characters depict
 ed\, transportation and reading motivation. Finally\, results are discusse
 d with regard to the expectations and possibilities for future implementat
 ions\, including the use of geospatial technologies.
LOCATION:MG1/02.05
URL:https://pretalx.com/spathum24/talk/GJ9ABF/
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