This dissertation research poses the question that given the affinity children have for embodied activities and mediums, how can we use this potential in technology design to scaffold more formal types of expression. But tapping into the potential of child’s embodied imagination capacity for writing support is less explored.

Research in writing support tools for children has generally focused more on facilitating the technical aspects of writing. Supporting the child in this critical developmental stage is therefore very important in their development of writing proficiency. At around the third to fifth grade period (8-10 years old), children are expected and encouraged to transition from embodied play to more formal linguistic modes of expression, such as writing. Hence, stories have a significant role in children’s various play activities, especially pretend-play. For children, stories are the predominant way in which they organize and express ideas and imagination.

Narrative is an important part of how humans make sense of the world and express their thoughts and feelings.

Types of authoring tools in multimedia