List of figures
There are many figures and pictures throughout this thesis which are not listed below. Such instances represent actual imagery which has been extracted from the children's storyboards and/or animations. All such imagery is only included as a figure if it is used outside of the individual student pages.
Figure 2.1: Conceptual consolidation rubric (Introduction Chapter 2)
Figure 2.2: A second generation CHAT model using Storyboard categories (Introduction Chapter 2)
Figure 2.3 Transmediation as a catalyst for understanding (Introduction Chapter 2)
Figure 3.1: CHAT 1st generation (Literature review Chapter 3)
Figure 3.2: CHAT 2nd generation (Literature review Chapter 3)
Figure 3.3: CHAT 3rd generation (Literature review Chapter 3)
Figure 3.4 Vygotsky's model of word meaning (Literature review Chapter 3)
Figure 3.5 Another model of Vygotsky's word meaning (Literature review Chapter 3)
Figure 3.6 Vygotsky's scientific and everyday concepts (Literature review Chapter 3)
* Figure 3.7 Transmediation as a catalyst for understanding (Literature review Chapter 3) (also 2.3)
Figure 3.8: TPACK model (Literature review Chapter 3)
Figure 3.9: TPACK variation using predetermined technology and pedagogy (Literature review Chapter 3)
* Figure 5.1: A second generation CHAT model using Storyboard categories (Research methodology Chapter 5) (also 2.2)
* Figure 7.1: Conceptual consolidation rubric (Data analysis Chapter 7) (also 2.1)
Figure 8.1: CHAT sessions (Discussion section Chapter 8)
Figure 9.1: Sol Feige grid (Conclusion Chapter 9)
Figure 9.2: Educational recommendations and initiatives (Conclusion Chapter 9)
* An asterix indicates that a figure has been used twice in two different sections.