Understanding Context in Children's Use of Smartwatches for Everyday Science Reflections

Chu, Sharon Lynn; Garcia, Brittany; Nam, Beth

doi:10.1145/3311927.3323144

Cited by 9 publications

(6 citation statements)

References 21 publications

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“…The other strand of research focuses on reflection which is the synchronous activity during the learning processes. This reflection practice can be defined as collaborative reflection-in-action or reflection-in-making (Chu, Garcia, & Nam, 2019;P. Gourlet et al, 2016a,;b Hook et al, 2013;Schoffelen et al, 2013).…”

Section: Reflection In the Collaborative Learning Settingmentioning

confidence: 99%

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Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Zhang

Bekker

Markopoulos

et al. 2023

Int J Technol Des Educ

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Design-Based Learning (DBL) is a pedagogical approach where learning is situated in the context of design activities that are typically carried out in groups. During collaborative design inquiry, reflection is of vital importance for learning from design experience. The paper presents a research-through-design study with the intention to generate knowledge on how to design for supporting reflection-in-action during design-based learning. This study addresses the research question: how can a media tool support a group of students in externalizing reflection while they are engaging in DBL? This paper describes the design and evaluation of ReflectionSchema, a tool intended to support reflection-in-action in such a learning environment. The tool offers visualized guidance for coordinating a group of students’ understanding of how they can combine reflecting with making design representations. The tool was trialed by 13 groups of students aged 12 to 13, who used the tool to record short reflection videos along their whole DBL process. We analyzed the efficacy of ReflectionSchema in terms of supporting collaborative reflection-in-action. Furthermore, we investigated the process of reflection-in-action during Design-based learning processes by examining the collaborative reflection patterns in the reflection videos that include the actions, roles, recording preference/style, and strategies employed. We discussed how these findings can inform the design of other reflection tools for similar settings.

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Section: Reflection In the Collaborative Learning Settingmentioning

confidence: 99%

“…In light of the reflection-in-action support techniques, textual-based questions as the prompts are dominating in supporting reflection externalization (Chu et al, 2019;Davis, 2003). The function of questions is to give a cognitive focus on reflection during the learning process.…”

Section: Tools That Support Reflection-in-action In the Collaborative...mentioning

confidence: 99%

Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Zhang

Bekker

Markopoulos

et al. 2023

Int J Technol Des Educ

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“…Only one study [99] allowed children to take the technologies individually into their everyday contexts, relying on the children's natural interactions and embodiment in their settings outside of the classroom. Chu et al also gave the students smartwatches and allowed them to record their objects and locations that led to certain scientific reflections.…”

Section: Physical/environmental Contextsmentioning

confidence: 99%

“…Use of embodied memory: One of the potential areas which did not see much focus was the exploration of more embodied designs and experiments that encourage reflection on everyday interactions and the use of ordinary daily objects as memory palaces by offloading cognition [117]. The only study we found to use was Chu et al [99] which allowed children to test their embodied technology in their everyday contexts. More research could be conducted on how spatial locations and metaphors affect memory, and there is also a need to explore how we can store and retrieve information by using the whole body (e.g.…”

mentioning

confidence: 99%

A systematic survey on embodied cognition: 11 years of research in child–computer interaction

Ale

Sturdee

Rubegni

2022

International Journal of Child-Computer Interaction

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“…A key issue in learning programming, especially among young learners, is that they do not have a clear idea how programming and computer science are relevant to their daily life [GCNB18,CGN19]. Previous work have been done on how to teach basic programming concepts, using block-based programming and tangible objects like robots [MM19,PHEC17] [KD18], LED lights, etc.…”

Section: Related Workmentioning

confidence: 99%

Impacts of Block-based Programming on Young Learners' Programming Skills and Attitudes in the Context of Smart Environments

Seraj

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Programming difficulties Lack of Syntactic Knowledge Lack of Conceptual Knowledge Lack of Strategic Knowledge Topics interesting Smart Environments Mobile Robots Tangible Artifacts Block-based Programming Tangible and Smart Objects and Environments Design and Development of Block-based Programming Tool Encourage them to begin with programming activities Improving their attitudes towards programming and computer science Fostering their programming performance (acquisition of basic programming skills)

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Understanding Context in Children's Use of Smartwatches for Everyday Science Reflections

Cited by 9 publications

References 21 publications

Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Supporting and understanding students’ collaborative reflection-in-action during design-based learning

A systematic survey on embodied cognition: 11 years of research in child–computer interaction

Impacts of Block-based Programming on Young Learners' Programming Skills and Attitudes in the Context of Smart Environments

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