Activity summary

This activity was a continuation of the activity from the second week. During this activity, we again played the animated children story called "Papa, Please get the moon for me" and narrated it as it was being played. In the end, a completed scene from the story including a house, tree, moon, stars, and mountains was displayed on the screen. In this session, students were provided with different characters included in the story- Monica, her dad, the cat, and the ladder. This time, we had also added an audio label for each item. So, once they were being selected, students could hear their labels. For example, once the guy on the screen was selected, students would hear "Monica's Dad". Students were encouraged to first explore selecting different items to hear different audio labels and then they were asked to drag and drop different characters onto the scene to build their own composition of the story.

Story background with story charaters Composition made by a student Composition made by a student Composition made by a student


  • Opportunity to explore storytelling
  • Learning more about select, and drag and drop interactions
  • Learning more about audio labels and students' reaction to audio feedback

Notes from the session

  • Teachers mentioned that students enjoy music and interactions that have an audio/sound component
  • Powerpoint was not an effective tool for the activity, as objects couldn’t be locked in place, and sound and visuals couldn’t be synced
  • Selected objects didn’t have a clear focus state 
  • Touch sensitivity of the Promethean board was too high and caused problems with selection and dragging of objects
  • Many students were not looking at the screen when moving objects
  • Some students got impatient as waiting for their turn
  • The Promethean board might be too big for the activity. it would be interesting to explore closer distance and smaller surfaces, such as working on an iPad
  • Is there a difference in engagement when 3D vs 2D objects/materials are used?
  • When students don’t maintain visual attention to the Promethean board while touching, is that a neurological reaction, or is touching the board a sensory experience without regard for the visuals?

Notes for C2LC design

  • Would students have an easier time touching and dragging on a small surface like an iPad? Would this also facilitate visual attention while dragging? 
  • What would happen if students could use eye gaze to target and/or move objects?
  • Is the music required to engage students? 
  • How would these students react to a robot that moves - will they follow its movement visually?
  • We need a direct connection between sound and visual
  • Touch sensitivity should be adjustable, so they don’t accidentally move things around

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