Exercising space: re-examining young people’s use of digitised health and physical education (HPE) technologies through a spatial lens

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-07-04 DOI:10.1080/17439884.2023.2230120

Kemal Ahson, K. Kumpulainen, S. Gray, Maria José Camacho Miñano, E. Rich

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引用次数: 1

Abstract

ABSTRACT The potential for technologies to transform health and physical education (HPE) has received increasing international attention in both policy and academic contexts. However, what is absent from much of this work is a lack of appreciation of the spatial dimension that recognises the relationship between how young people use digitised HPE technologies and where they use them. Applying Henri Lefebvre’s spatial theory, in this narrative review we examine how space is currently treated in existing research on digital HPE technologies with attention to how spaces are perceived, conceived, and lived by young people. Our work demonstrates how the spatial analysis of existing research sheds light on the materiality and power relations inherent in young people’s use of digitised HPE technologies. Our review highlights the significance of recognising spatial dynamics in research on ‘borders and boundaries’ and the transformative potential of digital technologies for learning and education.

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锻炼空间:通过空间视角重新审视年轻人对数字化健康和体育(HPE)技术的使用

技术改变健康和体育教育(HPE)的潜力已经在政策和学术环境中受到越来越多的国际关注。然而，这项工作中缺少的是缺乏对空间维度的认识，即认识到年轻人如何使用数字化HPE技术和他们在哪里使用它们之间的关系。运用亨利·列斐伏尔的空间理论，在这篇叙述性综述中，我们研究了目前在数字HPE技术的现有研究中如何对待空间，并关注年轻人如何感知、构思和生活空间。我们的工作展示了现有研究的空间分析如何揭示年轻人使用数字化HPE技术所固有的物质性和权力关系。我们的回顾强调了在“边界和边界”研究中认识到空间动态的重要性，以及数字技术对学习和教育的变革潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.