Unit 8 explores the educational aspects of human-AI mobile storytelling — how AI-driven narrative systems are being created, used, and assessed as learning tools, and what research on learning, literacy, and educational technology shows about their true pedagogical potential and limitations.
Apply narrative learning theory and constructivist frameworks to AI mobile storytelling as a learning environment
Identify pedagogical affordances and limitations of AI-generated educational narratives
Evaluate effectiveness of AI mobile storytelling for learning across diverse contexts
Apply the 3D framework to analyze educational AI storytelling design and learning outcome data
Design evidence-based AI mobile storytelling learning experiences
Bruner, J. (1990). Acts of meaning. Harvard University Press. (Chapters 1–2)
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan. (Chapters 1–3)
Riedl, M. O., & Young, R. M. (2010). Narrative planning. Journal of Artificial Intelligence Research, 39, 217–268.
Holmes, W., et al. (2019). Artificial intelligence in education. Chapters 1–3.
Sadler, T. D., et al. (2023). AI-generated narratives in science education. Journal of Research in Science Teaching, 60(4), 812–845.
Expand each activity and click "Mark as complete" to track your progress.
600–800 word reflection: CICI documentation from Activity 8.2, 3D analysis of most significant learning outcome gap, most important ethical principle governing AI educational storytelling, and 3M framework for measuring authentic learning quality.