Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4542
Title: How Embodied Interactions Manifest Themselves During Collaborative Learning in Classroom Settings
Authors: Lechelt, Zuzanna
Rogers, Yvonne
Marquardt, Nicolai
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lechelt, Z., Rogers, Y., & Marquardt, N. (2019). How Embodied Interactions Manifest Themselves During Collaborative Learning in Classroom Settings. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 875-876). Lyon, France: International Society of the Learning Sciences.
Abstract: New physical computing toolkits offer much promise for promoting collaborative learning by engendering embodied interactions that can support collaborative discovery. To examine how these can unfold during a learning activity, we conducted a classroom study where pairs of children explored mappings between various sensors and actuators embedded in a physical-digital artifact. We found how a number of embodied interactions emerged that were effectively used to progress learning through the processes of showing, sharing and contesting.
URI: https://doi.dx.org/10.22318/cscl2019.875
https://repository.isls.org//handle/1/4542
Appears in Collections:CSCL 2019

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