Learning Culture and Social Interaction最新文献

Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education 通过Bee-Bots、Lego Mindstorms EV3和Minecraft education的机器人和编程练习，在高等教育中培养计算思维技能

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-06 DOI: 10.1016/j.lcsi.2025.100947

Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland

{"title":"Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education","authors":"Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland","doi":"10.1016/j.lcsi.2025.100947","DOIUrl":"10.1016/j.lcsi.2025.100947","url":null,"abstract":"<div><div>Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's <em>Minecraft Education</em>. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100947"},"PeriodicalIF":1.8,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions 以视频为媒介的英语课堂互动中的多模态修复启动：关注基于屏幕的行为和具体化的行为

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-16 DOI: 10.1016/j.lcsi.2025.100935

Fatma Badem

{"title":"Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions","authors":"Fatma Badem","doi":"10.1016/j.lcsi.2025.100935","DOIUrl":"10.1016/j.lcsi.2025.100935","url":null,"abstract":"<div><div>The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100935"},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring interactional competence of English-medium-instruction students: A multimodal conversation and interpretative phenomenological analysis 探究英语媒介教学学生的互动能力：多模态会话与解释现象学分析

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-09 DOI: 10.1016/j.lcsi.2025.100945

Nuntapat Supunya , Supong Tangkiengsirisin

{"title":"Exploring interactional competence of English-medium-instruction students: A multimodal conversation and interpretative phenomenological analysis","authors":"Nuntapat Supunya , Supong Tangkiengsirisin","doi":"10.1016/j.lcsi.2025.100945","DOIUrl":"10.1016/j.lcsi.2025.100945","url":null,"abstract":"<div><div>The co-construction of intersubjectivity during disciplinary knowledge exchange among multilingual students in English-medium-instruction (EMI) programmes is intricate, expanding beyond language use to involve a range of multimodal resources employed during interactions. Such practice underpins the concept of <em>interactional competence</em> (IC). Despite the proliferation of IC studies advanced by conversation analysis (CA), the crystallisation of what constitutes this dynamic construct remains, necessitating methodological triangulation and a need for data-driven inquiries into its components. Central to this study was the exploration of EMI students' IC mediated through their use of resources-<em>at-talk</em> to co-construct intersubjectivity for knowledge acquisition during learning at a Thai university. A multimodal conversation analysis (MCA) was employed to analyse five video-recorded interactions across three months, complemented by an interpretative phenomenological analysis (IPA) of four subsequent stimulated recall interviews. Using purposive sampling, six EMI students (<em>M</em> = 4, <em>F</em> = 2) agreed to participate in this project. The inductive analyses revealed that EMI students' IC were mediated through eight interactional resources used – social actions, interactional mechanisms, linguistic knowledge, non-linguistic resources, pragmalinguistics, sociopragmatics, content knowledge, and psychological components. The analyses highlight a meaningful finding that IC appears to be psychology-driven, as evident in its influence on interlocutors' engagement, participation, and subsequent deployment of other resources. Understanding the knowledge co-construction process in EMI-student interaction brings pedagogical benefits to pre-EMI programmes, assisting them with EMI learning and real-world interactional success.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100945"},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lessons from a change laboratory in plant health risk management: The dynamics of concept formation 植物健康风险管理变革实验室的经验教训：概念形成的动态

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-08 DOI: 10.1016/j.lcsi.2025.100944

Irene Vänninen , Marco Antonio Pereira Querol

{"title":"Lessons from a change laboratory in plant health risk management: The dynamics of concept formation","authors":"Irene Vänninen , Marco Antonio Pereira Querol","doi":"10.1016/j.lcsi.2025.100944","DOIUrl":"10.1016/j.lcsi.2025.100944","url":null,"abstract":"<div><div>Addressing complex societal challenges needs the formation of new concepts. This process is inherently collective, historical and culturally mediated. Despite the importance of concept formation, the dynamics and use of artifacts at different levels of abstraction during concept formation interventions remain poorly understood. This paper analyses the collective dynamics and content of learning moves within a Change Laboratory intervention conducted with a heterogeneous stakeholder group in the Plant Health Risk Management Network, focusing on temporal dynamics and use of instruments in concept formation. Our findings show that concept formation involves the interplay of spatial and temporal elements within the activity system. The analysis of learning moves from our intervention shows an oscillatory movement between past, present and future, with an emphasis on the present and future. Furthermore, the intervention showed a balanced use of tools, although models and visions were prevalent. The learning trajectory observed within the intervention differed from previous studies, suggesting that each intervention follows a unique path shaped by the social and historical context of the participants and the approach of the interventionist. This study provides new analytical tools for depicting the dynamics in formative interventions, contributing to a deeper understanding of concept formation processes.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100944"},"PeriodicalIF":1.8,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Showing smartphones in a collaborative learning activity in video-mediated L2 interaction 在视频中介的第二语言互动中展示智能手机的协作学习活动

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-08 DOI: 10.1016/j.lcsi.2025.100941

Jenny Gudmundsen

引用次数: 0

From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course 从观察到进入对话：在视频介导的危机管理课程中，教师展示学习者小组活动参与度的实践

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-03 DOI: 10.1016/j.lcsi.2025.100942

Tuire Oittinen , Pentti Haddington

{"title":"From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course","authors":"Tuire Oittinen , Pentti Haddington","doi":"10.1016/j.lcsi.2025.100942","DOIUrl":"10.1016/j.lcsi.2025.100942","url":null,"abstract":"<div><div>This study investigates practices by which instructors guide and support learners' small-group activities in video-mediated environments. Drawing on data from screen-recordings of sessions in crisis management training and using conversation analysis (CA), our aim is to unravel the sequential and temporal organization of moments when an instructor who has turned off their camera and microphone enters the conversation (i.e., produces an ‘entry’) and thereby displays engagement in the ongoing activity. The analysis shows how the entries are prompted by the learners' actions and established via the instructor's utilization of verbal (i.e., spoken and written), embodied and screen-based resources. Furthermore, we illustrate how instructor entries may have diverse functions in the overall pedagogical activity. They can be produced to 1) support and affiliate with the learners' discussion, 2) guide them in their work, or 3) correct some aspect of the pedagogical activity. The study shows how instructors can use different affordances of video-mediated environments to produce an entry into the learners' ongoing conversation and support task accomplishment.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100942"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Constructing interactional space across distant locations in a hybrid classroom 在混合教室中构建跨距离的互动空间

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-03 DOI: 10.1016/j.lcsi.2025.100940

Minttu Vänttinen

{"title":"Constructing interactional space across distant locations in a hybrid classroom","authors":"Minttu Vänttinen","doi":"10.1016/j.lcsi.2025.100940","DOIUrl":"10.1016/j.lcsi.2025.100940","url":null,"abstract":"<div><div>This single case analysis investigates how a geographically distributed dyad of pupils construct a shared interactional space during one of their first hybrid lessons, despite the constraints of the technological configuration, where the classroom and remote participants have no visual access to each other. The data come from a lesson in basic education during COVID-19, with participants both in a physical classroom and on a videoconferencing platform. The remote pupils only have aural access to (some) classroom interactions and visual access to materials shared by the teacher via videoconferencing and cannot be seen by the classroom participants. Drawing on multimodal conversation analysis, the study illustrates how a classroom pupil and a remote participant construct a hybrid interactional space despite the limited access to each other's embodied cues. This interactional accomplishment also draws the teacher's attention to the remote participants. The analysis demonstrates the asymmetric possibilities to participate in hybrid classrooms and highlights interactional spaces in these contexts as multimodal accomplishments. Furthermore, it reveals pupils' potential role in engaging remote participants. By focusing on the affordances and challenges for engagement in a hybrid classroom, the study offers timely insights into participation in changing educational environments.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100940"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge 学生在生活技能教育中的合作意义建构：个人经验与理论知识的整合

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-03 DOI: 10.1016/j.lcsi.2025.100943

Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth

{"title":"Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge","authors":"Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth","doi":"10.1016/j.lcsi.2025.100943","DOIUrl":"10.1016/j.lcsi.2025.100943","url":null,"abstract":"<div><div>Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100943"},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings 处理视频媒介、跨国和协作任务设计会议中的不同反馈轨迹

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-09-02 DOI: 10.1016/j.lcsi.2025.100936

Fulya Çolak , Ufuk Balaman

引用次数: 0

Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy 超越二元：探索游戏世界教育学中的性别角色协商与教师调解

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-22 DOI: 10.1016/j.lcsi.2025.100937

Ade Dwi Utami

{"title":"Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy","authors":"Ade Dwi Utami","doi":"10.1016/j.lcsi.2025.100937","DOIUrl":"10.1016/j.lcsi.2025.100937","url":null,"abstract":"<div><div>While extensive research has examined gendered play in early childhood, much of it has concentrated on teachers' gender beliefs, pedagogical practices, and the representation of gender in toys, media, and play materials. However, fewer studies have explored how children themselves conceptualise and negotiate gender roles within the dynamics of play, particularly in non-Western contexts. Concurrently, ongoing discourse persists regarding the origins of observed gender differences, whether they stem from biological factors or are socially constructed. Despite this, there remains a paucity of research on how gender is conceptualized by children within gendered play. This study aims to investigate how children engage with and internalize diverse gendered roles within playworld, a play approach adopted as an activity setting. From a dataset of 40 h of nine teachers and 38 children video observations during play, 11 h of data were analyzed for children-teacher interactions. The findings reveal how imaginary play environments afford children opportunities to explore and challenge traditional gender roles, thereby contributing to their gender identity. Furthermore, the study underscores the importance of teachers' responsiveness to children's perspectives on gender role tensions encountered during play. In its facilitation of children's gender identity development through play, playworld emerges as a pedagogical approach that underscores teachers' active role, supporting motive development while children negotiate gender tensions.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100937"},"PeriodicalIF":1.8,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0