“Everything is Connected”

The paper discusses the storytelling formulas of the first season of the German series Dark (2017–2020) by focusing on the key temporal and spatial aspects of seriality in the show, such as the time frame of diegesis (story time), the temporal structure of the story (discourse and narration time) and the unique temporal installation of the series. As argued, the story and visual textuality of Dark not only transcends time and space – thus to provide us with a complex narrative set – but, by atemporal and spatial storytelling jumps, it creates a map of inconsistencies of double discontinuity fairly new to television and serial narration. By focusing on these spatial-temporal aspects of the series, the paper sketches a new approach to postmodern television formulas, while it also offers a possible interpretation to the national characteristics of the production based on the recurring theme of captivity in time.

Parental Acceptance of Children’s Storytelling Robots: A Projection of the Uncanny Valley of AI

Parent–child story time is an important ritual of contemporary parenting. Recently, robots with artificial intelligence (AI) have become common. Parental acceptance of children’s storytelling robots, however, has received scant attention. To address this, we conducted a qualitative study with 18 parents using the research technique design fiction. Overall, parents held mixed, though generally positive, attitudes toward children’s storytelling robots. In their estimation, these robots would outperform screen-based technologies for children’s story time. However, the robots’ potential to adapt and to express emotion caused some parents to feel ambivalent about the robots, which might hinder their adoption. We found three predictors of parental acceptance of these robots: context of use, perceived agency, and perceived intelligence. Parents’ speculation revealed an uncanny valley of AI: a nonlinear relation between the human likeness of the artificial agent’s mind and affinity for the agent. Finally, we consider the implications of children’s storytelling robots, including how they could enhance equity in children’s access to education, and propose directions for research on their design to benefit family well-being.

Story Time (Intermediate)

In this project designed for high school students, learners make an audio book of a children’s story. They record the narration, add music and sound effects, and mix down the final product. This project demonstrates how a DAW like Ableton Live, and hardware such as Push or Launchpad, can be used for more than making beats. The project gets students thinking about sound design, working collaboratively, learning to use a microphone properly, and working on real-life tasks. Although this project can be completed as a solo project, students enjoy the opportunity to work in small groups because they can delegate tasks based on each other’s preferences and strengths.