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Evaluating Students’ Coding of Animated Narratives as Contemporary Multimodal Authoring in the Middle School English Curriculum

Australian Catholic University
Unsworth, Len
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.26199/acu.90y6z&rft.title=Evaluating Students’ Coding of Animated Narratives as Contemporary Multimodal Authoring in the Middle School English Curriculum&rft.identifier=10.26199/acu.90y6z&rft.publisher=Australian Catholic University&rft.description=Coding animated stories in the English classroom has long been advocated as a context for early teaching of computer programming. However, related research has not adequately addressed English curriculum requirements for narrative creation. This article describes the development of a framework for analysing coded animated stories from the perspective of English curriculum expectations. Analysis of 23 stories showed substantial variation in the emphasis given to different multimodal resources among those stories with the most extensive use of such resources. Stories with limited use of these resources excluded those expressing characters’ emotions and positioning the audience to experience the story from a variety of points of view. Stories with extensive multimodal expression were at the upper, but not necessarily highest, coding proficiency levels, while some with high coding proficiency showed limited use of multimodal resources. Implications are drawn for coding as a viable creative tool in English classrooms.The research reported in this paper was supported by a Discovery Grant from the Australian Research Council [DP190100228]. The views expressed herein are those of the authors and are not necessarily those of the Australian Research Council. https://dataportal.arc.gov.au/NCGP/Web/Grant/Grant/DP190100228© Len Unsworth, 2023.This data set consists of MP4 video files of animated narratives composed by students in their first year of secondary school. The narratives were created using the block coding platform Scratch and were subsequently converted to video files. The collection of this data was approved by the Australian Catholic University Human Ethics Committee and agreed to by the students and their parents/guardians. The files have been de-identified and any first names that may appear in some videos are not necessarily the actual names of the student authors.&rft.creator=Unsworth, Len &rft.date=2023&rft.coverage=Sydney, Australia&rft.coverage=Sydney, Australia&rft_rights=Open access&rft.type=dataset&rft.language=English Access the data
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Coding animated stories in the English classroom has long been advocated as a context for early teaching of computer programming. However, related research has not adequately addressed English curriculum requirements for narrative creation. This article describes the development of a framework for analysing coded animated stories from the perspective of English curriculum expectations. Analysis of 23 stories showed substantial variation in the emphasis given to different multimodal resources among those stories with the most extensive use of such resources. Stories with limited use of these resources excluded those expressing characters’ emotions and positioning the audience to experience the story from a variety of points of view. Stories with extensive multimodal expression were at the upper, but not necessarily highest, coding proficiency levels, while some with high coding proficiency showed limited use of multimodal resources. Implications are drawn for coding as a viable creative tool in English classrooms.
The research reported in this paper was supported by a Discovery Grant from the Australian Research Council [DP190100228]. The views expressed herein are those of the authors and are not necessarily those of the Australian Research Council. https://dataportal.arc.gov.au/NCGP/Web/Grant/Grant/DP190100228
© Len Unsworth, 2023.
This data set consists of MP4 video files of animated narratives composed by students in their first year of secondary school. The narratives were created using the block coding platform Scratch and were subsequently converted to video files. The collection of this data was approved by the Australian Catholic University Human Ethics Committee and agreed to by the students and their parents/guardians. The files have been de-identified and any first names that may appear in some videos are not necessarily the actual names of the student authors.

Issued: 2023

Data time period: 01 Mar 2021 to end of 01 Dec 2022

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text: Sydney, Australia

text: Sydney, Australia

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