The focus in the thesis is making personal digital stories entitled Help me in the program environment Scratch.
A newer version of Scratch allows not only sound recording and integration of recordings in projects, but also integration of video sensing. We presented making of personalized stories in Scratch to pupils of the second triad in the selected primary school. Using of a microphone for voice recording and camera for video sensing was crucial for making personalized digital story. The purpose of the approach that was used in personalized stories in Scratch was not only to teach children basic programming concepts, but we also wanted to know whether the personification of the characters, which requires a response, additionally motivates children. We investigate if inclusion of pupils’ voice or movements through the camera in the story in problem created situations that require interactivity contribute to the achievement of learning objectives of the programming and appropriate use of multimedia.
In the theoretical part of the thesis, we first researched the beginning of visual programming, and then we sorted programs for visual programming by categories, which we also included Scratch. Scratch is one of the software environments that allows visual programming, but it can also be utilized for the production of digital stories. Since the main topic of the thesis is making personalized story in Scratch, we also focused on the power of traditional storytelling. Traditional storytelling was upgraded with the use of technology. In Scratch, we paid particular attention to the addition of video sensing. For the production of digital stories in Scratch, an important way of thinking is so-called computational thinking. We also described the characteristics and importance of computational thinking in making digital stories in Scratch.
In the empirical part, we described the course of lessons and analysed their stories created in the classroom. We focused on the findings, which were described in the theoretical part, related to the use achievement of learning goals from programming and the use of multimedia elements in the classroom and practically tested good and bad ways of using technology. We analysed the students' answers of the questionnaire and wrote their thoughts collected with semi-structured interview.
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