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“mystery”, Student 4: “I though that everything was
real”, Student 5: “I liked to use the imagination”.
Pos-section Questionnaires – Teacher: The
teacher considered the Game easy and she liked to
tell the story with the students through the
Contexteller. She liked to use a scenario that she
created by herself.
“There are many common sense suggestions to
support before and during the story”, she said in the
questionnaire. She did not see any disadvantages in
using common sense. Her opinion, “common sense
is a good way to get to know the students´ culture
and language. I believe that exchanging knowledge
is important to learn in a collaborative way and it is
a source of knowledge for everybody”.
She wrote that the Game was suitable for
children to express themselves and to work
collaboratively. The teacher realized that the
students collaborate with each other: “Characters
were interconnected. It was important the
collaboration.” She realized that the students´
motivation during the story was good: “I noticed
that the students were curious about what could
happen later”.
Analyzing the videos, it was observed that the
teacher was having fun with the story; she laughed
and was interested in reading all the messages. This
behavior demonstrated engagement and motivation.
About her motivation she wrote: “I thought that this
activity was very interesting and pleasant and there
were many possibilities to help and to improve
students´ imagination and creativity”.
Her last comment about the Game: “It was a
pleasure to play this Game. I believe that it can be a
good tool for teachers to help students to improve
themselves in many development and knowledge
areas”.
4 CONCLUSIONS
The results of the case study have shown that
Contexteller is a good tool to achieve these
objectives mentioned above. The students got
involved and liked the stories. They also identified
themselves with their characters and participated
taking consideration the character`s characteristics
defined by the teacher. They also participated
actively, facing and proposing challenges; helping
each other during the whole story to reach a
common aim.
The use of Contexteller as tool to help
collaborative work was other positive data collected
through questionnaires, logs, interviews, among
others. The teacher said that she could identify how
students collaborate in the stories and then she could
propose some challenges to stimulate students to
work better in a collaborative way.
The teacher also said that Contexteller, most of
the time, was an appropriate tool to allow students to
express themselves. They helped to tell stories
through their characters and used that moment as an
opportunity to talk to participants and enjoy
themselves.
The case study showed evidences that the
common sense knowledge makes easier for teacher
to define characters with their characteristics, themes
and scenarios. For the teacher this knowledge helps
to remember these pieces of information and to
present what the students like. Students also
described in questionnaires that all the characters
(chosen with common sense help) were very cool.
Common sense also supports teachers to tell
contextualized stories with characters, events,
places, among others that students know. For
example, in this case study the teacher has used the
common sense twice. First, to know what the
students know about castle, and second what there is
in the castle.
REFERENCES
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