Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7470
Title: Children and Parents Using Coordinated Multimodal Meaning Making During a Robot Coding Activity
Authors: Andrus, Brian M.
Polinsky, Naomi
McCarty, Stephanie
Bomar, Anjelique
Smyth, Paige
Uttal, David
Horn, Michael
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Andrus, B. M., Polinsky, N., McCarty, S., Bomar, A., Smyth, P., Uttal, D., & Horn, M. (2021). Children and Parents Using Coordinated Multimodal Meaning Making During a Robot Coding Activity. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 227-234). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Codable robots are now popular toys for families to play with at home. However, during play with codable robots, children may confront novel mathematical and spatial concepts that are central to achieving their coding goals. This work focuses on how parents use multiple modalities in representations with their children to elucidate and make meaning about these concepts. We present three episodes from a corpus of video recordings of parents and children completing a playful coding activity together in their homes. Our analysis reveals how parents support children during meaning making by strategically coordinating multiple modalities of communication, which become more concrete throughout the episodes. These concrete modalities, including physical artifacts and embodiment, support children’s understanding of spatial and mathematical concepts, which facilitates their continued play with the robot.
URI: https://doi.dx.org/10.22318/icls2021.227
https://repository.isls.org//handle/1/7470
Appears in Collections:ISLS Annual Meeting 2021

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