Narrative Creation and Self-regulated Learning

In this paper we analyse if a narrative authoring tool can support the practice and development of self-regulated learning (SRL) skills in primary school children. We focus on several aspects that contribute to the learning impact of the environment, we discuss which are its strengths and weaknesses, and suggest some ways to improve it. The result of this analysis highlights the benefit, from the point of view of SRL, of a narrative activity in a rich environment. Though these considerations can not be generalized to any kind of narrative authoring tool, due to the variety of different characteristics they show, this study can work as example of how to analyse technology-mediated environments for the creation of narratives.