A multimodal approach to examining 'embodiment' in tangible learning environments

Price, Sara; Jewitt, Carey

doi:10.1145/2460625.2460632

Cited by 64 publications

(25 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…More recent work (Price and Falcão 2011;Jewitt 2013a, 2013b) showed how developments of these novel learning environments enabled new forms of engagement and interaction which exploit and build on learning theory. For example, those rooted in socioconstructivist approaches through specific and systematic investigation have led to new frameworks, rich descriptions and classifications for the design and evaluation of learning technologies (Price and Jewitt 2013a). The EK builds on such innovative research by promoting the learning of traditional language curriculum content outside the classroom.…”

Section: Background: Related Workmentioning

confidence: 99%

“…The evaluation work undertaken of the EK addressed the kinds of issues raised by (Rogers 2012), Hwang (2014) and Price and Jewitt (2013a;2013b): that learning environments could benefit from a more holistic view of learning which considered how learners' orientation 'in the moment' to examine the significance of the underlying design. Lueg's work on analysing context awareness is also relevant which warned against "isolating" specific aspects of context and promoted a closer focus on "understanding how and to what extent different aspects of environments influence cognition and actions when used as a resources" (Lueg 2001).…”

Section: A Demonstration Of the Ek As Classroommentioning

confidence: 99%

See 1 more Smart Citation

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Preston

Balaam

Seedhouse

et al. 2015

Smart Learn. Environ.

View full text Add to dashboard Cite

Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners' progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets.

show abstract

Section: Background: Related Workmentioning

confidence: 99%

Section: A Demonstration Of the Ek As Classroommentioning

confidence: 99%

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Preston

Balaam

Seedhouse

et al. 2015

Smart Learn. Environ.

View full text Add to dashboard Cite

show abstract

“…However, the concept of multimodal techniques in education is also related to those processes by using artificial intelligence, IA that allow students to learn different processes, strategies and sources combined with computer systems, (Luckin et al, 2016) (Price & Jewitt, 2013). There are several online computer-based applications for foreign language learners.…”

Section: Multimodal Techniques In Sla Digital Scenariosmentioning

confidence: 99%

Technical Approach for Second Language Acquisition (SLA) Testing Using Multimodal Environments

2016

RHSCE, HPFEI, Nov. 29-30, 2016 London (UK)

View full text Add to dashboard Cite

Abstract-Communication is an everyday interaction which allow to express feelings, actions and situations between us. These are very important tasks for the second acquisition language in students.The multimodality perception in learning and also in learning resources is necessary to acquire a new idiom because the communication has different levels, always mixing together. It is very difficult to learn a new language reading texts only e.g. In fact it is used several types of learning strategies mixing different types of communication (listen, reading, oral conversations, tec..) which improve de skills related to knowledge of a new language.The new technical process and devices using in educational multimodal environments will be able to discover new educational interfaces oriented to facilitate the communications between the users and the devices as a new framework scenario to improve the ways of learn in the future.In second language acquisition, SLA for Language Learners, ELLs the skills assessment would be improved if learning and testing digital platforms consider in their design the multimodal technical approach in the user interface.This paper describe the use of multimodal technical interfaces applied to testing in a second language. It could be useful to complement the multimodal process of language learning and the assessment test interface.Keywords-Second Language Acquisition (SLA), testing, multimodal interfaces, multimodal learning. I. INTRODUCTIONULTIMODAL systems in computer interface is directly related to the behavior of the human communication in the society. In human interfaces the connexion between different cognitive processes (view, listening, writing, etc…) during the acting of learn is the most important thing to be implement a new user interface adapted to a specific task.The technological advances in programming languages on computers and mobile devices are allowing to develop multimodal communication scenarios combined for input and output data intended to improve the learning experience of the user for any learning task. The most basic multimodal input data systems interface combine the mouse and keyboard for instance other advanced multimodal systems combine up to three types of interactions; touch, pencil, speech recognition. In any case it is need it a study of efficiency for specific task to be developed.The advantages of multimodal environments can improve the experience of communication between user and machine and are better accepted by the user. In fact it has been shown that for certain tasks relating to multimodal learning some environments are more efficient than others. For example with 3D objects task on a computer multimodal combination of speech recognition and gestures it is the best (Hauptmann, 1989) while the combination of keyboard-based graphical interface and touchpad is the best for writing text and linguistic task related (Oviatt et Al., 1994), (Oviatt, 2013) Most of the virtual learning interface oriented to second language acquisition, SLA using this tradit...

show abstract

“…In the case of digital art-making, the semiotic resources at work include the material tools involved (the hardware, the interface, the arrangement of the device in physical space etc. ), as well as the embodied experiences through which these tools are used in meaning-making (Jewitt, 2013;Price & Jewitt, 2013). In using the concept of semiotic resources to engage with children's digital art-making, the focus is on not simply the environment created by the computer, but on all of the processes, actions and materialities that constitute engagement with this environment when children use it to make art.…”

Section: Introductionmentioning

confidence: 99%

Narrative in young children's digital art-making

Sakr

Connelly

Wild

2016

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they engage in digital art-making. How do young children construct narratives during digital art-making? How do the features of these narratives relate to the social and material properties of the digital resources they are using? How can looking at these narratives inform and enrich our understanding of children's art-making in general? Drawing on a social semiotic perspective, these questions are explored through an in-depth analysis of narrative in three examples of four- to five-year-olds' digital art-making. On the basis of the analysis, features of oral narrative in young children's digital art-making are suggested and these are linked to the potentially influential properties of digital resources. Being aware of these features and properties offers a starting point for thinking about what digital resources can offer in the context of young children's art-making. The findings also prompt us to be aware of the diverse potentials that exist in children's art-making practices regardless of the resources being used.

show abstract

A multimodal approach to examining 'embodiment' in tangible learning environments

Cited by 64 publications

References 12 publications

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Technical Approach for Second Language Acquisition (SLA) Testing Using Multimodal Environments

Narrative in young children's digital art-making

Contact Info

Product

Resources

About