In this design blog post we analyse Broadening Children’s Involvement as Design Partners:
From Technology to “Experience” (Gazotto, 2008) using the four pillars of learning presented in the article Putting Education in “Educational” Apps: Lessons From the Science of Learning (Hirsch-Pasek et al., 2015).
From Technology to “Experience” (Gazotto, 2008) using the four pillars of learning presented in the article Putting Education in “Educational” Apps: Lessons From the Science of Learning (Hirsch-Pasek et al., 2015).
## Active learning
The hyperstories can be useful for active learning, especially when the children draw by hand, or when they take pictures specific to their hyperstories. When doing such activities, they are more minds-on with active manipulation and can be a tool for better learning. Furthermore, the children compared their work with each other, and as mentioned in the article, the teaching and comparing to other children puts the children in a more minds-on approach and have a higher chance of learning about hyperstories.
## Engagement
The fact that these hyperstories were made by children with the intent to teach others about the history of the roman empire, makes them especially engaging since research shows that you learn better, with the intent to teach others. You could also argue that these hyperstories were emotionally engaging for the children since they are from Italy, and in some extent have heritage from the Roman empire. The children also found ways to engage their families in the experience, by visiting Milan with them during the weekend to take pictures from the Roman period for their projects. Lastly the fact that the children had the option to choose their own methods to tell these hyperstories, rather than having it predetermined is “cognitively engaging.
