This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty-four families with 5- to 10-year-old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digital storytelling condition during tinkering. After tinkering, families reflected on their tinkering experience and were randomly assigned to either engage in digital storytelling or not. Children in the digital storytelling condition during tinkering spoke most to an imagined audience during tinkering, talked most about engineering at reflection, and remembered the most information about the experience weeks later.

中文翻译：

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“You gotta tell the camera”：通过修补和数字叙事增加儿童的工程学习机会


这项研究解决了将修补与数字叙事（即向想象中的观众讲述和反思体验）相结合是否可以产生工程学习机会。84 个有 5 至 10 岁 （M = 7.69） 儿童（48% 为女童;57% 为白人，11% 为亚裔，6% 为黑人）的家庭观看了一段介绍修补活动的视频，并在修补过程中被随机分配到数字讲故事条件或无数字讲故事条件。修补后，家庭反思了他们的修补经历，并被随机分配是否参与数字故事讲述。在修补过程中处于数字叙事状态的儿童在修补过程中与想象中的观众交谈最多，在反思时谈论最多的工程，并在几周后记住了有关体验的信息最多。