Narrative skill and identification of values and countervalues in cartoons by Primary Education students

Abstract

[EN] This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identifi-cation of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socio-economic and cultural index of the school) factors of Primary Education students. 186 students participated in it, who have reported on the episode watched. The study has a quasi-experimental design with blended meth-odology (quantitative and qualitative). The results obtained through regres-sion analysis confirm that the structure has a greater effect than the rest of the factors. We conclude that it is advisable to consider the structure of audio-visual content, not just the potential values or countervalues, both in future research and in designing and implementing interventions in formal and informal settings.

[ES] Esta investigación analiza si la estructura (no narrativa o narra-tiva) que caracteriza a dibujos animados incide en la habilidad narrativa e identificación de valores y contravalores frente a factores personales (edad, curso educativo, sexo y nivel atencional) o contextuales (red e índice socio-económico y cultural del centro educativo) del alumnado de Educación Primaria. Se ha contado con la participación de 186 estudiantes que han re-latado el episodio visionado. El estudio tiene un diseño cuasiexperimental con metodología mixta (cuantitativa y cualitativa). Los resultados obteni-dos mediante análisis de regresión confirman que la estructura incide en mayor grado que el resto de factores. Se concluye que conviene considerar el tipo de estructura de los contenidos audiovisuales, y no solo la potencia-lidad en valores o contravalores, tanto en investigaciones futuras como al diseñar e implementar intervenciones en el ámbito formal e informal.