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|Title:||Examining Parent-Child Communication and Affect During Tabletop Gameplay in a Children’s Museum: Implications for Learning|
Miller, Ben J
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Missall, K., Nanda, S., Courshon, C., DeVane, B., Dietmeier, J., Miller, B. J., & Brand, M. (2018). Examining Parent-Child Communication and Affect During Tabletop Gameplay in a Children’s Museum: Implications for Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Parent-child communication during collaborative play in children’s museums can strengthen exhibit engagement and contribute to child problem-solving and content learning. We present pilot data examining parent-child communicative acts and affect during digital tabletop gameplay. Across dyads, results show diverse communication and affect. However, consistently less nonverbal communication was observed compared to verbal communication, and almost no touch was observed. Within dyads, patterns of verbal and nonverbal acts were similar across parent and child partners.|
|Appears in Collections:||ICLS 2018|
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