The choreography of conceptual development in computer supported instructional environments

Charoenying, Timothy

doi:10.1145/2307096.2307165

Cited by 3 publications

(2 citation statements)

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“…However we are aware that the notion of scheme might be seen as being in opposition to the embodied cognition approach, if the former notion is assumed to suggest the Bexistence of a mind^behind the perceptuo-motor activity, or the idea that Bperceptuo-motor activity functions as input and output for the 'mental' realm^ (Nemirovsky and Ferrara 2009, p.161;Healy and Kynigos 2009). We note that other colleagues have insightfully combined notions of Vergnaud's theory with an embodied cognition perspective into their own research (Abrahamson & Howison 2010;Arzarello et al 2007;Charoenying et al 2012). We, too, believe that the two perspectives provide useful analytical tools which can be combined to describe crucial cognitive aspects of students' interactions with digital artifacts.…”

Section: The Notion Of Schemementioning

confidence: 97%

Multi-Touch Technology and Preschoolers’ Development of Number-Sense

Baccaglini-Frank

Maracci

2015

Digit Exp Math Educ

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The technology-enhanced development of very young children’s mathematical abilities, apart from some notable exceptions, does not seem to have yet raised a lot of interest within the mathematics education community. This article focuses on the educational potential offered by certain software applications (apps) that exploit affordances of multi-touch devices for fostering preschoolers’ development of number-sense. We introduce theoretical elements derived from recent research in developmental and cognitive psychology, neuroscience, and mathematics education, that concur in defining the aspects of number sense that we will be investigating in relation to specific multi-touch interactions. Our specific research goal is to analyze the multi-touch potential of two apps for fostering preschoolers’ development of those aspects of number sense. The study is based on the analysis of children’s interactions with these apps in the context of a sequence of activities centered on the use of the iPad, carried out in a public preschool in Northern Italy. The specific issue addressed and the perspective adopted position this study at the crossroads between different research fields

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Section: The Notion Of Schemementioning

confidence: 97%

Multi-Touch Technology and Preschoolers’ Development of Number-Sense

Baccaglini-Frank

Maracci

2015

Digit Exp Math Educ

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“…At a design level, most projects derive from a Designer-Driven approach in which children and teachers are rarely involved in the design process (Antle et al, 2013(Antle et al, , 2008Carreras & Parés, 2004;Charoenying, Gaysinsky, & Ryokai, 2012;Edge et al, 2013). Just few FUBILEs involve teachers in the design as, for instance, the projects Learning Physics (Enyedy et al, 2012) and PUSH (Johnson-Glenberg et al, 2010).…”

Section: Full-body Interaction Learning Environments: Current Limitatmentioning

confidence: 99%

An evaluation-driven design approach to develop learning environments based on full-body interaction

Malinverni

Schaper

Parés

2016

Education Tech Research Dev

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The development of learning environments based on Full-Body Interaction has become an increasingly important field of research in recent years. However, the design and evaluation strategies currently used present some significant limitations. Two major shortcomings are: the inadequate involvement of children in the design process and a lack of research into what meanings children construct within these learning environments. To tackle these shortcomings we present an Evaluation-Driven design approach, which aims at analyzing situated interpretations made by children. These interpretations are then used to guide and optimize design in an iterative process of design and assessment. This Evaluation-Driven Design method was applied in the development of the EcoSystem Project, a Full-Body Interaction Learning Environment for children aimed at supporting learning about environmental relationships. The application of this iterative approach proved to be highly effective both in facilitating continuous improvements in the proposed design and in reducing misconceptions by children using the environment. Moreover, experimental evaluation reported significant learning gains in children. This suggests both the potential of using Full-Body Interaction to support learning and the effectiveness of our Evaluation-Driven approach in optimizing design solutions through the analysis of children's interpretations.

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