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UID:pretalx-spathum24-GJ9ABF@pretalx.com
DTSTART;TZID=CET:20240925T150000
DTEND;TZID=CET:20240925T153000
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). As
  studies showed\, listening (Stanat et al.\, 2022) and reading literacy (M
 cElvany et al.\, 2023) of many primary students in Germany do not meet min
 imum standards. However\, few findings are available to date on skills in 
 the other areas\, in particular for spatial perspective-taking. Against th
 is background\, the pilot study presented addresses students need for supp
 ort as well as unanswered questions about the status of skills that have s
 o far been little investigated. Hence\, one objective of the project is to
  provide children with a digital offer for taking part in virtual literary
  walks to promote their listening and reading literacy. In this app\, a st
 ory is presented auditorily and the locations of the story are visualized 
 – via illustrations or a guided walk to the authentic locations – whic
 h is accompanied by cognitively activating questions. In addition\, the st
 udy examines previously little-researched competences of children\, e.g.\,
  their spatial perspective-taking in illustrated vs. visited places of act
 ion.\n\nConcerning spatial imagination\, from the age of 7\, children are 
 able to form flexible mental representations if they are given the opportu
 nity to walk around places and view them from different perspectives (Libe
 n & Downs\, 1993). This corresponds to earlier assumptions and results abo
 ut the concrete-operational thinking of children of primary school age (Pi
 aget\, 1978) as well as to results on embodied cognition (Glenberg & Gales
 e\, 2012). According to current knowledge\, it can be assumed that childre
 n find it easier to understand texts if they relate to directly perceptibl
 e objects. With respect to literary text comprehension\, children's spatia
 l perspective-taking has rarely been studied. Current assumptions on text 
 and image comprehension suggest that illustrations support children in dev
 eloping situation models (Mayer\, 2021). Referring to findings and assumpt
 ions above\, it can be assumed that children are supported by visible plac
 es 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 chil
 dren's involvement in a story which is described in the concept of transpo
 rtation (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 pre
 vious assumptions\, transportation is strongly related for developing read
 ing motivation\, and hence\, for further improvement of reading literacy.\
 n\nAgainst this background\, the project developed an app for primary stud
 ents that takes into account the aforementioned aspects of (promoting) com
 prehension processes. Specifically\, the app makes it possible to listen t
 o a walk-through story whose spatial constellations are illustrated by mea
 ns of illustrations vs. directly accessible authentic locations. In additi
 on\, the children are asked various cognitively activating questions betwe
 en the scenes\, e.g.\, to critically reflect on the story as well as to ta
 ke on spatial perspectives of the characters portrayed. This visualization
  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 of
  the spatial constellations can also promote the occurrence of transportat
 ion as well as processes of spatial perspective-taking with regard to the 
 characters shown\, which are ultimately experienced as positive and motiva
 ting.\n\nThe study focuses on questions about children's different abiliti
 es in text comprehension when the spatial setting of the story is illustra
 ted by illustrations vs. directly accessible places. The children's abilit
 ies examined are transportation\, abilities to take on spatial perspective
 s with regard to the characters portrayed\, as well as reading motivation\
 , for which differences are assumed in the various conditions: In particul
 ar\, it is expected that children listening to walk-in stories at the resp
 ective play locations – compared to reception with illustrations – wil
 l show stronger performances in investigated abilities. In addition\, the 
 study examines how adult app users rate the usability of the app.\n\nTo im
 plement the project\, an app was developed for participation in virtual li
 terary 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) ba
 rs 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 scene
 s at a total of six locations. To be able to use the app\, the children re
 ceive an access code after prior registration by their parents.\n\nWhen th
 e 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 foll
 owing screens either show only the site plans (version a) or illustrations
  of the locations (version b). In the course of using the app\, users' log
  data and answers to the questions presented are recorded. These questions
  relate to the children's entry requirements\, the conditions of their use
  of the app\, and their answers to the various cognitively activating ques
 tions\, including on spatial perspective-taking.\n\nThe sample of the stud
 y includes children in learning groups in support facilities and schools w
 ho use the app as part of the respective support program. In addition\, ad
 ult users and people accompanying children who use the app are asked about
  the usability of the app by means of a questionnaire.\n\nIt is expected t
 hat the results of the study reveal which abilities children show in text 
 comprehension when the spatial scenery of the story is visualized by illus
 trations vs. directly accessible places using the app. Particularly\, they
  show the extent to which children – under both conditions – show abil
 ities for spatial perspective-taking with regard to the characters depicte
 d\, transportation and reading motivation. Finally\, results are discussed
  with regard to the expectations and possibilities for future implementati
 ons\, including the use of geospatial technologies.
DTSTAMP:20260411T151752Z
LOCATION:MG1/02.05
SUMMARY:LitSpatz-App: An Offer of Virtual Literary Walks for Primary Studen
 ts - Nora Heyne\, Peter Kuntner\, Maximilian Pfost
URL:https://pretalx.com/spathum24/talk/GJ9ABF/
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