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When frames collide: adapting cognitive frame analysis to a child’s comprehension of narrative video
PROCEEDINGS

, McGill University, Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This proposal outlines research on the comprehension of narrative dynamic multimedia such as video. I describe an approach to investigating comprehension based on a synthesis of methods and models developed in classical cognitive studies (Kintsch, 1998; Frederiksen, Donin, and Bracewell, 1987; Bracewell and Breuleux, 1994) with theoretical work in cognitive film analysis (Bordwell, 1989) and film semiotics (Metz, 1968). This approach provides a principled argument for constructing a filmic text-base (Kintsch, 1998) that serves as the basis for studying the situation and frame models used by viewers to understand narrative content in dynamic multimedia. The paper applies this approach in a child's recall task. Discrepancies between the child's protocol and a text derived from a shot script of the viewed video are discussed in light of the situation knowledge needed to adequately construct a "problem/plot frame". This work has implication for assessing instructional design modules that include video.

Citation

Blatter, J. (2000). When frames collide: adapting cognitive frame analysis to a child’s comprehension of narrative video. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 130-132). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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