Habilidad narrativa e identificación de valores y contravalores en dibujos animados - Investigación con alumnado de Educación Primaria

Aug 27, 2026

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This research analyses whether the narrative structure (non-narrative or narrative) that characterizes cartoons affects narrative skill and the identification of values and countervalues in Primary Education students. It compares the influence of personal factors (age, school year, gender and attention level) with contextual factors (school network and the school’s socioeconomic and cultural index). A quasi-experimental mixed-method design uses regression analysis to test results from 186 students who reported the watched episode.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Educational potential of cartoons

Structural and content differences in cartoon narratives

Retelling as a technique to analyze comprehension

Narrative skill and identification of values and countervalues in cartoons by Primary Education students Eider Oregui1*, Ana Aierbe1, and Jesús Bermejo2 1 University of the Basque Country UPV/EHU (Spain). 2 University of Valladolid (Spain). | Título: Habilidad narrativa e identificación de valores y contravalores endibujos animados por alumnado de Educación Primaria.
Resumen: Esta investigación analiza si la estructura (no narrativa o narrativa) que caracteriza a dibujos animados incide en la habilidad narrativa eidentificación de valores y contravalores frente a factores personales (edad, curso educativo, sexo y nivel atencional) o contextuales (red e índice socioeconómico y cultural del centro educativo) del alumnado de Educación Primaria. Se ha contado con la participación de 186 estudiantes que han relatado el episodio visionado. El estudio tiene un diseño cuasiexperimental con metodología mixta (cuantitativa y cualitativa) . Los resultados obtenidos mediante análisis de regresión confirman que la estructura incide en mayor grado que el resto de factores. Se concluye que conviene considerarel tipo de estructura de los contenidos audiovisuales, y no solo la potencialidad en valores o contravalores, tanto en investigaciones futuras como aldiseñar e implementar intervenciones en el ámbito formal e informal. Palabras clave: habilidad narrativa; valores; contravalores; dibujos animados; educación primaria; regresión. | Abstract: This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identification of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socioeconomic 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 methodology (quantitative and qualitative) . The results obtained through regression 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.
Keywords: narrative skill; values; countervalues; cartoons; primary education; regression. | | --- | --- | Introduction Children's fictional programming (cartoons, series, films) bear great potential as tools to influence how systems that represent boys and girls are built, appealing to different attention modalities. They can take on educational value in socialisation of minors, since they contribute, to a greater or lesser extent, to the development of narrative skills and of values/countervalues. A study by Bermejo (2005) on two cartoon contents that were structurally different, Dragon Ball (non-narrative structure) and David el Gnomo (narrative structure), and their relationship to Primary Education students' attention and narrative skill, defends that the non-narrative structure influences the processing and compressing of narrations in minors, such that when asked what the episode was about, instead of organising the stories hierarchically (stating beginning, climax and resolution), they generically stated that it was "about fights." However, the narrative structure's content encourages comprehension, and helps to train voluntary attention by following the narration itself, progressively increasing attention intensity in relation to the path the story follows while being viewed. According to Aierbe & Oregui (2016), structural characteristics (non-narrative or narrative) and content characteristics (greater or lesser number and type of val- * Correspondence address [Dirección para correspondencia]: Eider Oregui. Faculty of Education, Philosophy and Anthropology. University of the

FAQs

What variable does the study focus on when analyzing cartoons for Primary Education students?

It focuses on the cartoons’ narrative structure—non-narrative versus narrative—and how that structure affects narrative skill and the identification of values and countervalues.

Which personal and contextual factors are considered alongside narrative structure?

Personal factors include age, school year, gender, and attention level; contextual factors include the school network and the school’s socioeconomic and cultural index.

How does the study assess students’ understanding after viewing the episode?

Through retelling, where students report what the episode is about, sharing the narrated incident based on the audiovisual content.

Aug 27, 2026

Upload by Jacob