Audiovisual riddles to stimulate children’s creative thinking

 Jorge Montalvo-Castro, Lima (Peru)

https://doi.org/10.3916/C36-2011-03-03

Keywords

Riddles, creativity, education, children, audiovisual, language, media, digital

Abstract

Solving riddles involves association of ideas, analysis of metaphors, and discovery of analogies. Therefore, promoting this type of children’s entertainment is a way to develop creative thinking. However, there is a problem: traditional riddles are literary forms that correspond to a pre-digital era. How can we increase its acceptance among the digital natives? One way might be creating audiovisual riddles specially designed for YouTube. In this research we made five prototypes of audiovisual riddles with different creative characteristics and validated them among 8-12 years old students. The validation results helped us to identify the attitudes, reactions, interpretations and ways of thinking of children when they try to solve such riddles. We also identified the resources of language and creative formats that fit best in audio-visual riddles. The outcome of this research emphasizes the need to correctly formulate the audiovisual riddle statements and their «clues» for children; this way we assure an intellectual and emotional satisfaction when solving them. It also concludes that reading or listening to traditional riddles are cognitive and sensory experiences that are very different from interacting with the same riddle in a multimedia language. Finally, we discuss and analyze the mediating role of the teacher and the importance of collaborative learning in educational projects using digital technologies.

References

Churches, A. (2009). Taxonomía de Bloom para la era digital. Eduteka. (www.eduteka.org/TaxonomiaBloomDigital.php) (14-12-2009).

Link Google Scholar

De Bono, E. (1995). El pensamiento creativo. Barcelona: Paidós.

Link Google Scholar

Ferrés, J. (2008). La educación como industria del deseo. Barcelona: Gedisa.

Link Google Scholar

Forrester Research (Ed.) (2008). The Social Technographics Ladder. (www.forrester.com/Groundswell/ladder.html) (14-12-2009).

Link Google Scholar

Gramigna, A. & González-Faraco, J.C. (2009). Videojugando se aprende: renovar la teoría del conocimiento y la educación. Comunicar, 33; 157-164.

Link Google Scholar

Igarza, R. (2009). Burbujas de ocio. Buenos Aires: La crujía.

Link Google Scholar

Lara, E. (2008). Adivinanzas quechuas. Ayacucho: DSG Vargas.

Link Google Scholar

Miaja de la Peña, M. (2008). La adivinanza. Sentido y pervivencia. Biblioteca virtual Miguel de Cervantes. (www.cervantesvirtual.com/FichaObra.html?Ref=29678) (06-08-2009).

Link Google Scholar

Parra, D. (2003). Creativamente. Bogotá: Norma.

Link Google Scholar

Piscitelli, A. (2005). Internet, la imprenta del siglo XXI. Barcelona: Gedisa.

Link Google Scholar

Piscitelli, A. (2008). Nativos digitales. Contratexto, 6. (www.ulima.edu.pe/Revistas/contratexto/v6/index.html) (17-12-2008).

Link Google Scholar

Wujec, T. (1996). Mentalmanía. Buenos Aires: Atlántida.

Link Google Scholar

Fundref

This work has no financial support

Crossmark

Technical information

Metrics

Metrics of this article

Views: 37951

Abstract readings: 25623

PDF downloads: 12328

Full metrics of Comunicar 36

Views: 844510

Abstract readings: 668634

PDF downloads: 175876

Cited by