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        <title>A Multi-Modal Interactive Narrative Game for French-Speaking Primary School Learners</title>
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    <abstract>In this study, we built a Large Language Model (LLM)-powered interactive narrative game for French-speaking primary school learners. The system consists mainly of three modules: an initialization module for story structuring, a generation module for iterative generation of story texts and illustrations based on player choices, and a language scaffolding module for providing contextualized explanations of player-selected textual elements. Text generation is prompted using five curriculum-informed proficiency bands spanning primary to early secondary reading levels. A classroom feasibility study was conducted with 35 students aged 9-10 and two teachers at two primary schools in French-speaking Switzerland. Results showed positive student attitudes towards the stories and illustrations and high perceived ease of use. However, students perceived the game’s usefulness for French literacy activities as moderate, with many noting that the story language was below their level. Occasional issues in character consistency and repetitive illustrations across scenes were also mentioned. Teachers highlighted potential pedagogical benefits when the system is combined with additional classroom activities.</abstract>
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%0 Conference Proceedings
%T A Multi-Modal Interactive Narrative Game for French-Speaking Primary School Learners
%A Wang, Qiao
%A Labib, Adnan
%A Geoffre, Thierry
%A Huang, Yixuan
%A Yuan, Zheng
%Y Wang, Xiaoman
%Y Wang, Qianyu
%Y Liu, Zhengyuan
%Y Chen, Nancy F.
%Y Yuan, Zheng
%Y Lan, Yunshi
%Y Jiang, Jing
%S Proceedings of the 1st Workshop on Multi-modality and Multi-lingual Language Learning
%D 2026
%8 November
%I Association for Computational Linguistics
%C Hengqin, Zhuhai, China
%@ 979-8-89176-449-1
%F wang-etal-2026-multi
%X In this study, we built a Large Language Model (LLM)-powered interactive narrative game for French-speaking primary school learners. The system consists mainly of three modules: an initialization module for story structuring, a generation module for iterative generation of story texts and illustrations based on player choices, and a language scaffolding module for providing contextualized explanations of player-selected textual elements. Text generation is prompted using five curriculum-informed proficiency bands spanning primary to early secondary reading levels. A classroom feasibility study was conducted with 35 students aged 9-10 and two teachers at two primary schools in French-speaking Switzerland. Results showed positive student attitudes towards the stories and illustrations and high perceived ease of use. However, students perceived the game’s usefulness for French literacy activities as moderate, with many noting that the story language was below their level. Occasional issues in character consistency and repetitive illustrations across scenes were also mentioned. Teachers highlighted potential pedagogical benefits when the system is combined with additional classroom activities.
%U https://aclanthology.org/2026.multilll-1.8/
%P 65-76

Markdown (Informal)

[A Multi-Modal Interactive Narrative Game for French-Speaking Primary School Learners](https://aclanthology.org/2026.multilll-1.8/) (Wang et al., Multi-LLL 2026)

• A Multi-Modal Interactive Narrative Game for French-Speaking Primary School Learners (Wang et al., Multi-LLL 2026)

ACL

• Qiao Wang, Adnan Labib, Thierry Geoffre, Yixuan Huang, and Zheng Yuan. 2026. A Multi-Modal Interactive Narrative Game for French-Speaking Primary School Learners. In Proceedings of the 1st Workshop on Multi-modality and Multi-lingual Language Learning, pages 65–76, Hengqin, Zhuhai, China. Association for Computational Linguistics.