Proceedings of the 2023 Symposium on Learning, Design and Technology最新文献

How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies 协同设计计算建模活动如何帮助教师实施响应式教学策略

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594800

H. Swanson, LuEttaMae Lawrence, Jared Arnell, AlLisia Dawkins, Bonni Jones, B. Sherin, U. Wilensky

{"title":"How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies","authors":"H. Swanson, LuEttaMae Lawrence, Jared Arnell, AlLisia Dawkins, Bonni Jones, B. Sherin, U. Wilensky","doi":"10.1145/3594781.3594800","DOIUrl":"https://doi.org/10.1145/3594781.3594800","url":null,"abstract":"In recent years, science education has shifted focus, from content to practice. This is reflected in the NGSS, which advocate learning science concepts through engagement in science and engineering practices. Theory building is a central activity of science and computational modeling is a key practice through which contemporary scientists construct theory. In this paper, we discuss an 8th grade science teacher's implementation of a computational modeling lesson. The teacher had co-designed the computational modeling microworld and lesson with the research team over the preceding summers. We investigate the teacher's activity during a whole-class discussion near the end of the lesson, to understand her responsive teaching strategies and how the co-designed technology supported her in eliciting and responding to student ideas. We examine the transcript from a follow-up interview to understand her experience implementing the co-designed technology and responsive teaching strategies, and to identify foci of future co-design iterations.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133013310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Switch Mode: Building a middle ground between Block-based and Text-based programming 切换模式:在基于块和基于文本的编程之间建立一个中间地带

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594803

Yu-Hsiang Lin, David Weintrop, Jason Mckenna

引用次数: 1

Supporting high school students’ self-directed learning experiences through documentation tool design 通过文档工具设计支持高中生自主学习体验

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594801

Talia Stol, Daragh Byrne, Marti Louw, Linda Conlon, A. Keller

{"title":"Supporting high school students’ self-directed learning experiences through documentation tool design","authors":"Talia Stol, Daragh Byrne, Marti Louw, Linda Conlon, A. Keller","doi":"10.1145/3594781.3594801","DOIUrl":"https://doi.org/10.1145/3594781.3594801","url":null,"abstract":"This paper offers a case study of the co-design and evaluation of learning support tools resulting from a design-based research engagement with facilitators of a year-long high school self-directed learning (SDL) experience. As a co-design team, we developed an integrated set of physical and digital documentation tools - the SDL documentation kit - to support student reflection on their learning and articulation of their skills while building an evidence base that they could use to apply for competency-based micro-credentials. The documentation kit consisted of a QR-linked manipulable poster, an evidence upload form, a structured cloud folder, and a timeline visualization function. The kit was made available to over 60 students, with 14 students and two educators (also co-authors) taking part in an exploratory study of tool deployment. Mixed methods findings suggest that the kit was successful in supporting key documentation-related learning processes of reflection and articulation, and that students linked the documentation kit affordances of organization, tracking progress, and making their thinking visible to their confidence in completing their SDL experience and applying for selected micro-credentials. We discuss implications for the design of documentation technology for learning, including the importance of centering pedagogical values and practices.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122829162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiverse: Exploring an experiment-based gamification application for motivating children to science learning in an informal setting Experiverse:探索一个基于实验的游戏化应用程序，以激励儿童在非正式环境中进行科学学习

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594799

Feiran Zhang, Hanne Brynildsrud, Sofia Papavlasopoulou, K. Sharma, M. Giannakos

{"title":"Experiverse: Exploring an experiment-based gamification application for motivating children to science learning in an informal setting","authors":"Feiran Zhang, Hanne Brynildsrud, Sofia Papavlasopoulou, K. Sharma, M. Giannakos","doi":"10.1145/3594781.3594799","DOIUrl":"https://doi.org/10.1145/3594781.3594799","url":null,"abstract":"Science learning at schools often lacks relevance and connection to real life; therefore, children find it challenging to apply their knowledge and may gradually lose motivation and interest in science. Gamification demonstrates a promising potential to engage children in science learning. However, little work has explored how to develop such gamification applications for them. This paper presents Experiverse, an experiment-based gamification application we developed for children's science learning in informal settings. To evaluate the interaction and experience with Experiverse, we collected data from 25 children (aged 9-13) from multiple sources, including log data, surveys and interviews. Results indicated that children's motivation significantly correlates with their enjoyment and perceived learning outcome from using Experiverse. In addition, the results revealed that children's perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse. Finally, we discuss the implications for future related research on gamification application development for children.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"86 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127990285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

When Literacies Collide: The Role of Translation in Music+Coding Activities 当素养碰撞:翻译在音乐+编码活动中的作用

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594795

Cameron Roberts, M. Horn

引用次数: 0

Nurturing Eco-Consciousness: The Journey of the EcoMorph Guardian in Shaping Tomorrow's Stewards. 培养生态意识:塑造明日管家的生态守护者之旅。

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594804

Carlos Henrique Araujo de Aguiar, Cindy Su, Jennifer Gaw, Weiheng Huang, K. Walker, Yexin Lu Lu

引用次数: 0

Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective 利用增强现实技术提高自闭症儿童的词汇学习技能:参与式设计视角

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594791

Ibrahim El Shemy, Ana Lucía Urrea Echeverria, Gema Erena-Guardia, D. Saldaña, M. Vulchanova, M. Giannakos

{"title":"Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective","authors":"Ibrahim El Shemy, Ana Lucía Urrea Echeverria, Gema Erena-Guardia, D. Saldaña, M. Vulchanova, M. Giannakos","doi":"10.1145/3594781.3594791","DOIUrl":"https://doi.org/10.1145/3594781.3594791","url":null,"abstract":"Many autistic children1 face challenges with vocabulary learning. Augmented Reality (AR) has the potential to improve their learning process by leveraging their visuo-perceptual strengths. However, there is a gap in the literature on how AR solutions should be designed, and what guidelines should be considered. Extant solutions supporting autistic children in vocabulary learning using AR have been created without taking into consideration insights from children, their parents, or experts. This paper explores the potential of AR in enhancing vocabulary learning in autistic children through a participatory design approach. Involving experts with a background in psychology, pedagogy, speech therapy, and special education, as well as autistic children and their parents, resulted in a better understanding of the underlying mechanisms used to teach vocabulary and the interaction modalities offered by AR to engage the children. This work will facilitate the design of an AR technology to support vocabulary learning in autistic children.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115350632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Embodied Doing to Computational Thinking in Kindergarten: A Punctuated Motor Control Model 幼儿园从具身行为到计算思维:一个间断运动控制模型

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594794

Ravi Sinha, H. Swanson, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee, S. Chandrasekharan

{"title":"From Embodied Doing to Computational Thinking in Kindergarten: A Punctuated Motor Control Model","authors":"Ravi Sinha, H. Swanson, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee, S. Chandrasekharan","doi":"10.1145/3594781.3594794","DOIUrl":"https://doi.org/10.1145/3594781.3594794","url":null,"abstract":"We propose a motor control-based characterization of how computational thinking (CT) can emerge from embodied performance. The account is based on children's activity during a tangible coding task, and a mechanism proposed by cognitive and motor neuroscience studies. For the task, the child used navigational symbols (forward, backward, rotate right, rotate left) to program the movements of a tangible robot on a 2-D grid. We propose that the development of CT through this task can be understood in terms of “tool incorporation into the body schema.” To illustrate the proposed mechanism, we use video data from one of three teaching sessions, where a group of four kindergartners learned to code using Cubetto (a tactile screen-free grid-based robotic toy). We argue that learning the task (i.e. being able to control Cubetto to perform goal-oriented movements) is challenging because the CT task requires learners to bridge three distinct discontinuities (spatial, temporal, and representational), to achieve control over the robot. We hypothesize that learners and facilitators are likely to engage in moves (both epistemic and pedagogical) that help bridge these gaps, and thus support the incorporation of the robot and its controller into the body schema. We characterize two such moves and explicate how they might support the incorporation process. The study is part of a larger program of design-based research aimed at helping young children develop CT.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127005202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gathering as Design Process: Physical Prototyping for Culturally Sustaining Computational Technologies 收集作为设计过程:物理原型的文化维持计算技术

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594802

J. K. Alladin, R. E. Cardona-Rivera, Breanne K. Litts, Melissa Tehee

引用次数: 0

Designing a Technology-enhanced Play Environment for Young Children's Science Modeling Practice 为幼儿科学建模实践设计一个科技增强的游戏环境

Proceedings of the 2023 Symposium on Learning, Design and Technology Pub Date : 2023-06-23 DOI: 10.1145/3594781.3594798

Xintian Tu, Joshua A. Danish

引用次数: 0