Gulliver — development and methodology of interactive digital children and youth books (Q3929961): Difference between revisions
Jump to navigation
Jump to search
(Changed an Item: add summary) |
(Changed an Item: Adding English translations) |
||||||||||||||
| Property / summary | |||||||||||||||
A) The purpose of Gulliver Book Publishing is to create a digital interactive book that ensures both the entertainment and healthy development of the child. The digital interactive book combines the experience of listening storytelling with the experience of fairy tale films and digital games, as it includes animations, moving and moving figures and games. We hope that the development — with the multi-layered processing of topics that match the interests of the child, modern technology and the applicant’s experience in publishing children’s books — will make reading and “letter hunger” almost unnoticed, creating a lifeline to avoid ever more frequent reading and comprehension problems and reduce the associated disadvantages. We consider it important to develop digital interactive books because it solves the following problems: 1. Comprehension issues: According to the results of the PISA test, Hungarian students aged 15 and over have a significantly lower ability to comprehend the OECD average. 2. Digital literacy issues: In the PISA Digital Comprehension Test, students also scored below average, 30th place in 34 participating countries. Many students did not even start solving the task, one in five pupils functionally illuminate according to the preliminary results of 2014. 3. Changed content consumption: Digital content is emerging worldwide, especially among the younger generation. Hungarian asset availability cannot be a limit, since more than six hundred thousand tablets were used already in 2015, and this number has been growing dynamicly ever since (Nielsen, autumn 2015). According to the latest recommendation from the American Academy of Paediatrics, digital tools can be an excellent tool for learning from the age of 2 years. In their opinion, parents should not focus on limiting the time spent in front of the screen, but rather on what content the child consumes. Based on these scientific studies, we are convinced that the interactive digital children’s book to be developed helps children develop cognitive, linguistic and creative development, improves their ability to solve problems, and can be a useful “partner” in the learning of reading, counting and writing. Since pedagogical methods based on digital technology are already being used in Hungary (but their interactivity is not yet mapped), we believe that with our product to be developed, we will be able to prepare the Z-generation both in primary knowledge and with the development of skills to better integrate the digital curriculum. Through interactivity, we can enrich children’s socialisation skills and digital content. Getting acquainted with the digital world should start as early as possible so that children can move safely later. B) The stories of digital interactive publications to be developed by Gulliver, with the associated games and development tasks, develop the child’s vocabulary, comprehension, skill, imagination and creativity. The special development games created within the framework of the project create a possibility to filter dyslexia, which we use expert help to compose. Primary target groups are children of preschool and school age, secondary parents, kindergarten teachers, teachers. During the prototype development, we create interactive, digital publications that contain tales and educational materials suitable for the child’s age and level of development, with many games and entertainment. For each age group (3-6 and 6-12 year olds) 2 prototypes (a fairy tale and one educational publication) are produced on the basis of age-appropriate knowledge and pedagogical methodology, supplemented by interactive parts. In the future, in addition to the processing of classical and folk tales, great emphasis will be placed on the creation of modern tales that are already written specifically for digital interactive books and scripts. The story will be heard not only in the actor’s reading, but also in the performance of the parent, making the story listening personal, as a change in social habits — a parent-child dialogue; a reduction in the quality time spent together — must be adapted. At the same time, the child can be actively involved in shaping the story and play with his fairy tales in an interactive way, and we want to integrate the role of “gamification/gamification” into the learning process. In the development of the interactive digital children’s book: — be easy to use (simple explanatory texts, diagrams to help the young child navigate) — the child can use it alone — the family can use it together, the interesting, funny, sometimes thoughtful tasks, the creative possibilities even give parents a good recreation, the possibility of reading and listening to parents appears as a novel element — following pedagogical methodologies, gamification (English) | |||||||||||||||
| Property / summary: A) The purpose of Gulliver Book Publishing is to create a digital interactive book that ensures both the entertainment and healthy development of the child. The digital interactive book combines the experience of listening storytelling with the experience of fairy tale films and digital games, as it includes animations, moving and moving figures and games. We hope that the development — with the multi-layered processing of topics that match the interests of the child, modern technology and the applicant’s experience in publishing children’s books — will make reading and “letter hunger” almost unnoticed, creating a lifeline to avoid ever more frequent reading and comprehension problems and reduce the associated disadvantages. We consider it important to develop digital interactive books because it solves the following problems: 1. Comprehension issues: According to the results of the PISA test, Hungarian students aged 15 and over have a significantly lower ability to comprehend the OECD average. 2. Digital literacy issues: In the PISA Digital Comprehension Test, students also scored below average, 30th place in 34 participating countries. Many students did not even start solving the task, one in five pupils functionally illuminate according to the preliminary results of 2014. 3. Changed content consumption: Digital content is emerging worldwide, especially among the younger generation. Hungarian asset availability cannot be a limit, since more than six hundred thousand tablets were used already in 2015, and this number has been growing dynamicly ever since (Nielsen, autumn 2015). According to the latest recommendation from the American Academy of Paediatrics, digital tools can be an excellent tool for learning from the age of 2 years. In their opinion, parents should not focus on limiting the time spent in front of the screen, but rather on what content the child consumes. Based on these scientific studies, we are convinced that the interactive digital children’s book to be developed helps children develop cognitive, linguistic and creative development, improves their ability to solve problems, and can be a useful “partner” in the learning of reading, counting and writing. Since pedagogical methods based on digital technology are already being used in Hungary (but their interactivity is not yet mapped), we believe that with our product to be developed, we will be able to prepare the Z-generation both in primary knowledge and with the development of skills to better integrate the digital curriculum. Through interactivity, we can enrich children’s socialisation skills and digital content. Getting acquainted with the digital world should start as early as possible so that children can move safely later. B) The stories of digital interactive publications to be developed by Gulliver, with the associated games and development tasks, develop the child’s vocabulary, comprehension, skill, imagination and creativity. The special development games created within the framework of the project create a possibility to filter dyslexia, which we use expert help to compose. Primary target groups are children of preschool and school age, secondary parents, kindergarten teachers, teachers. During the prototype development, we create interactive, digital publications that contain tales and educational materials suitable for the child’s age and level of development, with many games and entertainment. For each age group (3-6 and 6-12 year olds) 2 prototypes (a fairy tale and one educational publication) are produced on the basis of age-appropriate knowledge and pedagogical methodology, supplemented by interactive parts. In the future, in addition to the processing of classical and folk tales, great emphasis will be placed on the creation of modern tales that are already written specifically for digital interactive books and scripts. The story will be heard not only in the actor’s reading, but also in the performance of the parent, making the story listening personal, as a change in social habits — a parent-child dialogue; a reduction in the quality time spent together — must be adapted. At the same time, the child can be actively involved in shaping the story and play with his fairy tales in an interactive way, and we want to integrate the role of “gamification/gamification” into the learning process. In the development of the interactive digital children’s book: — be easy to use (simple explanatory texts, diagrams to help the young child navigate) — the child can use it alone — the family can use it together, the interesting, funny, sometimes thoughtful tasks, the creative possibilities even give parents a good recreation, the possibility of reading and listening to parents appears as a novel element — following pedagogical methodologies, gamification (English) / rank | |||||||||||||||
Normal rank | |||||||||||||||
| Property / summary: A) The purpose of Gulliver Book Publishing is to create a digital interactive book that ensures both the entertainment and healthy development of the child. The digital interactive book combines the experience of listening storytelling with the experience of fairy tale films and digital games, as it includes animations, moving and moving figures and games. We hope that the development — with the multi-layered processing of topics that match the interests of the child, modern technology and the applicant’s experience in publishing children’s books — will make reading and “letter hunger” almost unnoticed, creating a lifeline to avoid ever more frequent reading and comprehension problems and reduce the associated disadvantages. We consider it important to develop digital interactive books because it solves the following problems: 1. Comprehension issues: According to the results of the PISA test, Hungarian students aged 15 and over have a significantly lower ability to comprehend the OECD average. 2. Digital literacy issues: In the PISA Digital Comprehension Test, students also scored below average, 30th place in 34 participating countries. Many students did not even start solving the task, one in five pupils functionally illuminate according to the preliminary results of 2014. 3. Changed content consumption: Digital content is emerging worldwide, especially among the younger generation. Hungarian asset availability cannot be a limit, since more than six hundred thousand tablets were used already in 2015, and this number has been growing dynamicly ever since (Nielsen, autumn 2015). According to the latest recommendation from the American Academy of Paediatrics, digital tools can be an excellent tool for learning from the age of 2 years. In their opinion, parents should not focus on limiting the time spent in front of the screen, but rather on what content the child consumes. Based on these scientific studies, we are convinced that the interactive digital children’s book to be developed helps children develop cognitive, linguistic and creative development, improves their ability to solve problems, and can be a useful “partner” in the learning of reading, counting and writing. Since pedagogical methods based on digital technology are already being used in Hungary (but their interactivity is not yet mapped), we believe that with our product to be developed, we will be able to prepare the Z-generation both in primary knowledge and with the development of skills to better integrate the digital curriculum. Through interactivity, we can enrich children’s socialisation skills and digital content. Getting acquainted with the digital world should start as early as possible so that children can move safely later. B) The stories of digital interactive publications to be developed by Gulliver, with the associated games and development tasks, develop the child’s vocabulary, comprehension, skill, imagination and creativity. The special development games created within the framework of the project create a possibility to filter dyslexia, which we use expert help to compose. Primary target groups are children of preschool and school age, secondary parents, kindergarten teachers, teachers. During the prototype development, we create interactive, digital publications that contain tales and educational materials suitable for the child’s age and level of development, with many games and entertainment. For each age group (3-6 and 6-12 year olds) 2 prototypes (a fairy tale and one educational publication) are produced on the basis of age-appropriate knowledge and pedagogical methodology, supplemented by interactive parts. In the future, in addition to the processing of classical and folk tales, great emphasis will be placed on the creation of modern tales that are already written specifically for digital interactive books and scripts. The story will be heard not only in the actor’s reading, but also in the performance of the parent, making the story listening personal, as a change in social habits — a parent-child dialogue; a reduction in the quality time spent together — must be adapted. At the same time, the child can be actively involved in shaping the story and play with his fairy tales in an interactive way, and we want to integrate the role of “gamification/gamification” into the learning process. In the development of the interactive digital children’s book: — be easy to use (simple explanatory texts, diagrams to help the young child navigate) — the child can use it alone — the family can use it together, the interesting, funny, sometimes thoughtful tasks, the creative possibilities even give parents a good recreation, the possibility of reading and listening to parents appears as a novel element — following pedagogical methodologies, gamification (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
| |||||||||||||||
Revision as of 20:57, 8 February 2022
Project Q3929961 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Gulliver — development and methodology of interactive digital children and youth books |
Project Q3929961 in Hungary |
Statements
86,060,833 forint
0 references
364,667.736 Euro
0.0027336256 Euro
15 December 2021
0 references
133,400,761.087 forint
0 references
64.513288 percent
0 references
1 June 2018
0 references
29 August 2020
0 references
Gulliver Lap-, és Könyvkiadó Kereskedelmi Korlátolt Felelősségü Társaság
0 references
46°21'23.29"N, 17°47'19.28"E
0 references
A) A Gulliver Könyvkiadó célja olyan digitális interaktív könyv létrehozása, mely egyaránt biztosítja a gyermek szórakozását és egészséges fejlődését. A digitális interaktív könyv a mesehallgatás élményét ötvözi a mesefilmek és a digitális játékok élményével, mivel animációk, mozgó és mozgatható figurák és játékok is találhatók benne. Bízunk abban, hogy a fejlesztés – a gyermek érdeklődési köréhez illeszkedő témák több rétegű feldolgozásával, a modern technológiával és a pályázó gyerekkönyvkiadási tapasztalatával – szinte észrevétlenül szeretteti meg az olvasást és alakítja ki az információ- és „betűéhséget”, mentőövet jelentve az egyre gyakoribb olvasási és szövegértési problémák elkerülésére és az ezzel összefüggő hátrányok mérséklésére. Azért tartjuk fontosnak a digitális interaktív könyvek fejlesztését, mert az alábbi problémákra jelent megoldást: 1. Szövegértési problémák: A PISA-teszt eredményei alapján a 15 évesnél idősebb magyar diákok szövegértési képessége szignifikánsan alacsonyabb az OECD átlagnál. 2. Digitális szövegértési problémák: A PISA digitális szövegértést vizsgáló tesztjén a diákok ugyancsak átlag alatti teljesítményt nyújtottak, a 34 résztvevő országból a 30. helyen végeztek. Sok tanuló el sem kezdte a feladat megoldását, minden ötödik tanuló funkcionális analfabéta a 2014-es előzetes eredmények szerint. 3. Megváltozott tartalomfogyasztás: A digitális tartalmak előretörése az egész világon tapasztalható, főként a fiatalabb generáció körében. A magyar eszközellátottság nem jelenthet korlátot, mivel már 2015-ben több mint hatszázezer tabletet használtak, s ez a szám azóta is dinamikusan nő (Nielsen, 2015 ősz). Az Amerikai Gyermekgyógyászati Akadémia legfrissebb ajánlása szerint a digitális eszközök a gyermek 2 éves korától a tanulás kiváló eszközei lehetnek. Véleményük szerint ne arra koncentráljanak a szülők, hogy limitálják a képernyő előtt töltött időt, hanem inkább arra, hogy milyen tartalmat fogyaszt a gyermek. Ezen tudományos vizsgálatok alapján meggyőződésünk, hogy a kifejlesztendő interaktív digitális gyerekkönyvünk elősegíti a gyerekek kognitív, nyelvi és kreativitásfejlődését, javítja problémamegoldó képességüket, hasznos „társ” lehet az olvasás, számolás, írás tanulásában. Mivel Magyarországon is alkalmazzák már a digitális technológiára épülő pedagógiai módszereket (azonban ezek interaktivitása még nem leképzett), véleményünk szerint a kifejlesztendő termékünkkel képesek leszünk a Z-generációt mind elsődleges tudásban, mind a képességek fejlesztésével felkészíteni a digitális tananyag jobb befogadására. Az interaktivitással a gyermekek szocializációs készségét, míg a digitális tartalommal tudásukat tudjuk gazdagítani. A digitális világgal való ismerkedést érdemes minél kisebb korban elkezdeni, hogy később a gyerekek biztonsággal mozoghassanak benne. B) A Gulliver kiadó által kifejlesztendő digitális interaktív kiadványok történetei, a hozzájuk kapcsolódó játékokkal, fejlesztő feladatokkal fejlesztik a gyerek a szókincsét, szövegértését, ügyességét, képzelőerejét és kreativitását. A projekt keretein belül elkészülő speciális fejlesztőjátékok lehetőséget teremtenek diszlexia szűrésére, melyek megkomponálásához szakemberek értő segítségét vesszük igénybe. Elsődleges célcsoport az óvodás és kisiskolás korú gyerekek, másodlagos a szülők, óvónők, pedagógusok. A prototípus fejlesztés során olyan interaktív, digitális kiadványokat hozunk létre, melyek egymásra épülő elemekkel, a gyermek korosztályának és fejlettségi szintjének megfelelő meséket, ismeretterjesztő anyagokat tartalmaznak sok játékkal, szórakozással. A korosztályonként (3–6 és 6–12 éveseknek) 2-2 prototípust (egy mesék és egy ismeretterjesztő kiadványt) az életkornak megfelelő tudásanyag és pedagógiai módszertan alapján készítjük interaktív részekkel kiegészítve. A jövőben a klasszikus és népmesék feldolgozása mellett nagy hangsúlyt fektetünk az olyan modern mesék létrehozására, melyek már kifejezetten digitális interaktív könyvre, forgatókönyvszerűen íródnak. A mesét nem csak a színész felolvasásában, hanem a szülő előadásában is meghallgathatja majd a gyerek, személyessé téve a mesehallgatást, mivel a társadalmi szokások változásához – a szülő-gyerek párbeszéd; az együtt töltött minőségi idő csökkenéséhez – igazodni kell. A gyermek ugyanakkor aktívan közreműködhet a történet alakításában, és a mesehőseivel interaktív módon játszhat, a tanulás folyamatába kívánjuk integrálni a „játékosítás/gamification” szerepét is. Az interaktív digitális gyermekkönyv fejlesztésében kiemelt szempont, hogy: - könnyen kezelhető legyen (egyszerű magyarázószövegek, ábrák segítik a kisgyermeket az eligazodásban) - a gyermek használhatja egyedül - a család közösen is használhatja, az érdekes, mulatságos, olykor elgondolkodtató feladatok, a kreatív lehetőségek még a szülőknek is jó kikapcsolódást nyújtanak újszerű elemként jelenik meg a szülői felolvasás és visszahallgatás lehetősége - pedagógiai módszertanokat követve a gamification (Hungarian)
0 references
A) The purpose of Gulliver Book Publishing is to create a digital interactive book that ensures both the entertainment and healthy development of the child. The digital interactive book combines the experience of listening storytelling with the experience of fairy tale films and digital games, as it includes animations, moving and moving figures and games. We hope that the development — with the multi-layered processing of topics that match the interests of the child, modern technology and the applicant’s experience in publishing children’s books — will make reading and “letter hunger” almost unnoticed, creating a lifeline to avoid ever more frequent reading and comprehension problems and reduce the associated disadvantages. We consider it important to develop digital interactive books because it solves the following problems: 1. Comprehension issues: According to the results of the PISA test, Hungarian students aged 15 and over have a significantly lower ability to comprehend the OECD average. 2. Digital literacy issues: In the PISA Digital Comprehension Test, students also scored below average, 30th place in 34 participating countries. Many students did not even start solving the task, one in five pupils functionally illuminate according to the preliminary results of 2014. 3. Changed content consumption: Digital content is emerging worldwide, especially among the younger generation. Hungarian asset availability cannot be a limit, since more than six hundred thousand tablets were used already in 2015, and this number has been growing dynamicly ever since (Nielsen, autumn 2015). According to the latest recommendation from the American Academy of Paediatrics, digital tools can be an excellent tool for learning from the age of 2 years. In their opinion, parents should not focus on limiting the time spent in front of the screen, but rather on what content the child consumes. Based on these scientific studies, we are convinced that the interactive digital children’s book to be developed helps children develop cognitive, linguistic and creative development, improves their ability to solve problems, and can be a useful “partner” in the learning of reading, counting and writing. Since pedagogical methods based on digital technology are already being used in Hungary (but their interactivity is not yet mapped), we believe that with our product to be developed, we will be able to prepare the Z-generation both in primary knowledge and with the development of skills to better integrate the digital curriculum. Through interactivity, we can enrich children’s socialisation skills and digital content. Getting acquainted with the digital world should start as early as possible so that children can move safely later. B) The stories of digital interactive publications to be developed by Gulliver, with the associated games and development tasks, develop the child’s vocabulary, comprehension, skill, imagination and creativity. The special development games created within the framework of the project create a possibility to filter dyslexia, which we use expert help to compose. Primary target groups are children of preschool and school age, secondary parents, kindergarten teachers, teachers. During the prototype development, we create interactive, digital publications that contain tales and educational materials suitable for the child’s age and level of development, with many games and entertainment. For each age group (3-6 and 6-12 year olds) 2 prototypes (a fairy tale and one educational publication) are produced on the basis of age-appropriate knowledge and pedagogical methodology, supplemented by interactive parts. In the future, in addition to the processing of classical and folk tales, great emphasis will be placed on the creation of modern tales that are already written specifically for digital interactive books and scripts. The story will be heard not only in the actor’s reading, but also in the performance of the parent, making the story listening personal, as a change in social habits — a parent-child dialogue; a reduction in the quality time spent together — must be adapted. At the same time, the child can be actively involved in shaping the story and play with his fairy tales in an interactive way, and we want to integrate the role of “gamification/gamification” into the learning process. In the development of the interactive digital children’s book: — be easy to use (simple explanatory texts, diagrams to help the young child navigate) — the child can use it alone — the family can use it together, the interesting, funny, sometimes thoughtful tasks, the creative possibilities even give parents a good recreation, the possibility of reading and listening to parents appears as a novel element — following pedagogical methodologies, gamification (English)
8 February 2022
0 references
Kaposvár, Somogy
0 references
Identifiers
GINOP-2.1.7-15-2016-01577
0 references