CO-WRITING AND GENERATIVE AI-SUPPORTED STORYTELLING FOR EMOTIONAL EXPLORATION

Abstract

This paper illustrates an action-research project conducted with first and second-grade primary school students, focusing on the use of generative AI as a mediator for exploring identity and emotional experiences.

The activity positioned the children as protagonists in a collaborative storytelling process, where their narratives and reflections were translated—through guided prompting—into a tangible digital output: the creation of an AI-generated comic strip. In this context, the machine was not employed as a mere technical executor, but rather as a "digital mirror" capable of reifying the children's emotional abstractions into visual images and narrative sequences.

The objective of the intervention was twofold: first, to foster literacy in the emerging languages of Artificial Intelligence among young learners; and second, to utilize the iconic-textual product as a springboard for profound introspective reflection within the classroom group.