AI-ASSISTED CO-CREATIVE MULTIMODAL STORYTELLING IN ENGLISH: ENGAGEMENT, MOTIVATION AND VOCABULARY USE IN A SIXTH-GRADE PRIMARY SCHOOL INTERVENTION

Evangelia Tzagkourni; Christos Simos

doi:10.30574/gjeta.2026.29.1.0281

Research & review articles are invited for publication in October 2026 (Vol. 29, Issue 1) || Submission: up to 28^th October || Editorial decision: within 48 hrs.

AI-ASSISTED CO-CREATIVE MULTIMODAL STORYTELLING IN ENGLISH: ENGAGEMENT, MOTIVATION AND VOCABULARY USE IN A SIXTH-GRADE PRIMARY SCHOOL INTERVENTION

Evangelia Tzagkourni ¹ and Christos Simos ^{2, *}

¹ Department of Preschool Education, University of Crete, Greece.
² Faculty of Social Theology and Religious Studies, National and Kapodistrian University of Athens; Department of Greek Philology, Democritus University of Thrace, Greece.
* Corresponding Author

Review Article

Global Journal of Engineering and Technology Advances, 2026, 29(01), 121–125

Article DOI: 10.30574/gjeta.2026.29.1.0281

DOI url: https://doi.org/10.30574/gjeta.2026.29.1.0281

Publication history

Received on 29 August 2026; revised on 02 October 2026; accepted on 05 October 2026

Abstract

This paper presents an educational intervention of artificial intelligence (AI)-assisted co-creative multimodal storytelling, implemented in the English course with 48 sixth-grade students at a public primary school. Students composed short descriptive paragraphs about imaginary creatures, received narrative expansions of their texts from an AI tool, and created multimodal artworks that incorporated words and phrases from these expansions. The evaluation of the intervention was based on structured observation, organized around four dimensions of motivation. The records indicate increased engagement and creative initiative, more intensive peer collaboration and the spontaneous use of new descriptive vocabulary in students' multimodal products and oral presentations. As no assessment of written production was conducted before and after the intervention, the findings are limited to observed engagement and language use.

Keywords

Artificial intelligence, Multimodal learning, Motivation, Engagement, English vocabulary

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How to cite this article

Evangelia Tzagkourni and Christos Simos. AI-ASSISTED CO-CREATIVE MULTIMODAL STORYTELLING IN ENGLISH: ENGAGEMENT, MOTIVATION AND VOCABULARY USE IN A SIXTH-GRADE PRIMARY SCHOOL INTERVENTION. Global Journal of Engineering and Technology Advances, 2026, 29(01), 121–125. Article DOI: https://doi.org/10.30574/gjeta.2026.29.1.0281.

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