This paper extends our research into a novel Story-Writing-Coding engine, where Primary School children produce animated stories through writing computer code. We first discuss the theoretical basis of our engine design, drawing on Systemic Functional Grammar, embodied cognition and perceived animacy. This design aims to help children draw on the appearances of characters, props and scenery to evoke linguistic constructs leading to the emergence of stories. The second part of this paper reports on an empirical study where we aim to answer two research questions. First can compositions so produced be seen as valid compositions? To answer this question we conducted a linguistic analysis of coded stories and those written in an English classroom, and also using teacher ratings of these stories. Results indicate that while there are no significant linguistic differences between coded and English stories, coded stories are impoverished and should be seen as a first-draft to be revised in the English classroom. The second question was to probe our observation that while coding, children spontaneously told stories. Here we draw upon theories of embodied cognition and of perceived animacy. Our analysis suggests that these theories, taken together, help to explain the spontaneous emergence of stories.

中文翻译：

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儿童在编码时编写的紧急故事：这些故事如何出现？它们是否有效？

本文将我们的研究扩展到一个新颖的故事编写代码引擎中，其中小学生通过编写计算机代码来制作动画故事。首先，我们基于系统功能语法，体现的认知能力和感知的活力来讨论引擎设计的理论基础。该设计旨在帮助儿童利用人物，道具和风景的外貌来唤起导致故事出现的语言结构。本文的第二部分报告了一项实证研究，我们旨在回答两个研究问题。首先，这样产生的作品可以被视为有效的作品吗？为了回答这个问题，我们对编码故事和英语教室中编写的故事进行了语言分析，并使用了这些故事的老师评分。结果表明，虽然编码故事和英语故事之间在语言上没有显着差异，但是编码故事却是贫穷的，应被视为在英语课堂上进行修订的第一稿。第二个问题是探究我们的观察结果，即孩子在编码时会自发地讲故事。在这里，我们借鉴了体现的认知和感知的生气的理论。我们的分析表明，这些理论加在一起有助于解释故事的自发出现。