Mind the hand: A study on children’s embodied and multimodal collaborative learning around touchscreens

Davidsen, Jacob; Christiansen, Ellen Tove

doi:10.2478/dfl-2014-0010

Cited by 12 publications

(12 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this example, the children are communicating in many other modes-pictorial and musical modes on the tablet, smiling, pointing at and touching the pictures in the application and bending over the tablet. Here, the children also use their hands to communicate and collaborate around the touch screen, much in the same manner as shown by Davidsen and Christiansen (2014). These are modes of communication that can also be used as the children engage in multilingual activities and when communicating in a minority language.…”

Section: Multimodal Analysis and Transcription Of Young Children's Usmentioning

confidence: 98%

“…The children's use of hands can also be perceived as communication between peers. As suggested by Davidsen and Christiansen (2014), the use of hands as a means of communication and collaboration is vital for children using touch screens in an educational setting. As shown in this study, children's use of hands and touch prove to be important parts of the multimodal participation in multilingual activities.…”

Section: The Touch In Touch Screensmentioning

confidence: 99%

See 1 more Smart Citation

Beyond Borders-Digital Tablets as a Resource for Pre-school Children’s Communication in a Minority Language

Petersen

2018

Designs for Learning

View full text Add to dashboard Cite

In this video ethnographic study, a social semiotic approach has been used to explore how the use of digital tablets in preschools may enable children's communication in a minority language. The results show how preschool children use the emerging affordances of digital tablets in order to act as producers of minority language activities, where their prior knowledge is acknowledged. Applications such as Skype enable peers to communicate in a mutual language beyond the limitations of geographic preschool boundaries. Limitations, such as the lack of appropriate applications available in minority languages, are also discussed. Furthermore, a proposal is made to broaden the understanding of what could constitute multilingual activities.

show abstract

Section: Multimodal Analysis and Transcription Of Young Children's Usmentioning

confidence: 98%

Section: The Touch In Touch Screensmentioning

confidence: 99%

Beyond Borders-Digital Tablets as a Resource for Pre-school Children’s Communication in a Minority Language

Petersen

2018

Designs for Learning

View full text Add to dashboard Cite

show abstract

“…Compared to some of the other studies above (e.g., Martinez-Maldonado (2013)), Sakr, Jewitt and Price (2014) acknowledge that it is not only interesting to count the number of touches on the surface, it is equally important to understand what the hands are doing in the space-in-between the students and the students and the technology. In a similar vein, Davidsen & Christiansen (2014) conclude that children use their hands "to constrain and control access, to construct and problem solve, and to show and imitate" (p.34) around touchscreens. Recently, Blikstein and Worsley (2016) argued that Multimodal Learning Analytics can provide new insights into the nature of learning compared to traditional research methods and list in their review how studies have captured gaze, posture, gestures and more.…”

Section: Automated Capture Of Multimodal Interactionmentioning

confidence: 97%

“…Goodwin's pioneering work on embodied interaction (1981,1994,2000,2007,2013) has influenced many of the recent studies which are aiming to make visible the bodily-material resources participants use in learning, instruction, and collaboration (Davidsen & Christiansen, 2014;Jornet & Roth, 2015;Hindmarsh, Reynolds & Dunne, 2009;Lindwall & Ekström, 2012;Majlesi, 2014). With the concepts 'contextual configuration' and 'semiotic resources' (Goodwin, 2000), he showed how participants in different settings act on and with the local resources made available by the participants in the situation.…”

Section: The Bodily-materials Turn In Learning and Collaborationmentioning

confidence: 99%

“This is the size of one meter”: Children’s bodily-material collaboration

Davidsen

Ryberg

2017

Intern. J. Comput.-Support. Collab. Learn

Self Cite

View full text Add to dashboard Cite

In CSCL studies, language is often foregrounded as the primary resource for engaging in collaborative learning, while the body is more often positioned as a secondary resource. There is, however, a growing interest in the body as a resource in learning and collaboration in and outside CSCL. In this paper, we present, analyse, and discuss how two nine-year-old children collaborate through gesturing and moving their bodies around a touchscreen. The pair is working with the concept of scale and area measurement and are in midst of copying their rooms from paper to touchscreen. During this process, the pair engages in a discussion regarding the size of one meter through language, gestures and manipulation of the material resources. The analysis shows two distinct ways of understanding the length of one meter, which primarily are visible through the children's gestures and bodily movements. In the analysis we show how the children dynamically produce bodymaterial resources for communicative and illustrative purposes; moreover, they use body-material resources as a cognitive tool and as a way of shepherding each other. The study forms part of a body of studies analysing and theorizing the body in education, learning, and interaction. We discuss the wider impact of our findings and argue how they may challenge and improve studies relying mainly on a coding and counting approach or automated capture of e.g. gestures. In addition, we provide a detailed multimodal representation of the subtle bodily-material resources, which we argue is a modest contribution to a catalogue of ways of representing and making bodily-material resources visible in CSCL research. Keywordsbodily-material resources for learning * embodied meaning-making practices * touchscreens * video analysis * concept of scale "When the proportions of architectural composition are applied to a particular building, the two-termed relationship of the parts to the whole must be harmonized with a third term-the observer. He not only sees the proportions of a door and their relationship to those of a wall (as he would in a drawing of the building), but he measures them against his own dimensions. This threetermed relationship is called scale." (Britannica Online Encyclopedia, 2014).

show abstract

“…A main interest is how participants shape these interactions, for instance by alternating between social interaction and typing and/or mouse work (Gardner & Levy, 2010;Greiffenhagen & Watson, 2009;Levy & Gardner, 2012), by jointly using a touchscreen (Davidsen & Christiansen, 2014) or by managing participation in video game interactions (Baldauf-Quilliatre & Colón de Carvajal, 2015;Keating & Sunawaka, 2010). Furthermore, it is investigated how interacting in relation to digital devices contributes to (collaborative) learning.…”

Section: Interaction In a Digital Settingmentioning

confidence: 99%

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Gosen¹

2018

HUJE

View full text Add to dashboard Cite

This paper is concerned with a Conversation Analytic (CA) study of teachers' demonstrations of epistemic access to a student's domain or territory of information in teacher-student interactions in a digital setting. It describes interactional practices analyzed in 12 excerpts with an explicit reference to information about students' progress provided by the digital system. It will be shown that teachers initiate interactions about already fulfilled assignments that are shown to be problematic. In the opening of the interaction, teachers more or less explicitly refer to the digital programme as an information source and/or to the hitches in student's progress. In the continuation of the interaction, teacher and student are concerned with a redoing of assignments. In this phase of the interaction, the teacher demonstrates epistemic access to possible causes for students' mistakes. In all cases, students do not show resistance to teachers' demonstrations of epistemic access to knowledge and experiences falling into their epistemic domain. The findings confirm teachers' and students' orientation to the educational context as being a specialized context where students' problems are not treated as 'theirs to know and describe'. The findings in this paper shed light on interactional practices in relation to epistemics, as well as on interactional practices in a digital setting.

show abstract

Mind the hand: A study on children’s embodied and multimodal collaborative learning around touchscreens

Cited by 12 publications

References 19 publications

Beyond Borders-Digital Tablets as a Resource for Pre-school Children’s Communication in a Minority Language

Beyond Borders-Digital Tablets as a Resource for Pre-school Children’s Communication in a Minority Language

“This is the size of one meter”: Children’s bodily-material collaboration

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Contact Info

Product

Resources

About