BlockyTalky: New programmable tools to enable students’ learning networks

Interaction Order and Historical Body Shaping Children’s Making Projects—A Literature Review

“…Collaboration. Another study also reveals the potentials of designing networked technology in supporting children's collaboration and social interaction [73].…”

“…Children were involved in a self-organizing manner of their work and their time [7]. Open exploration [27], "free-flow-interactions" [12] and fluid and "through the air" interactions [73] are considered in some studies, as those provided children with agency over how to work with each other. Some researchers situated the children in maintaining the ownership of their process [7,17,26].…”

“…Supporting each other. Our findings reveal a broad repertoire for successful interaction of children while working in groups [2][3][4]6,8,[13][14][15][16][17][21][22][23][24][25][26][27]30,37,40,42,45,49,[70][71][72][73][74][75]. Analyzing the projects considering collaborative engagement enabled us to identify some themes such as supportive peers, older/younger peers, successful collaboration and enhancing learning, idea sharing and discussion, friendly competition, collaborative decision making, equal group work contribution, breaking the traditional ice, grouping and role taking.…”

“…Some studies not only considered in-group relations, but also left some room beyond the boundaries of private groups and dedicated to the promotion of interactions in higher levels such as the classroom level. For example, we interpret the enormous potential of inter-group relations in socializing due to the children's interaction with other groups [6,7,20,24,42,72], pranking other groups [73] and a public way of thinking [17], along with the pleasure that they experience consequently [6]. In addition, there is a report of utilizing multimodal interactions that consequently led to gaining richer experiences and also to the ability of reflecting on those experiences [74].…”

“…Facilitation styles of the researchers was related to challenging children by posing questions, instead of representing a direct solution [8,42], providing prompts as guidance and also showing some examples of the games that they made by themselves [77], encouraging children to seek help from their peers prior to approaching the researchers [8], teaching some concepts to children by providing some clear examples from children's everyday lives [73], and minimizing the power of the student-instructor structure by taking the role of peers and assisting the children instead of directing them [70].…”