Narrative skill and identification of values and countervalues in cartoons by primary education students

Abstract

This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identifi-cation of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socio-economic 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 meth-odology (quantitative and qualitative). The results obtained through regres-sion 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.