論文アブストラクト： Relatively little research exists on the use of smartwatches to support learning. This paper presents an approach for commodity smartwatches as a tool for situated reflection in elementary school science. The approach was embodied in a smartwatch app called ScienceStories that allows students to voice record reflections about science concepts anytime, anywhere. We conducted a study with 18 fifth-grade children to investigate first, the effects of ScienceStories on students' science self-efficacy, and second the effects of different motivational structures (gamification, narrative-based, hybrid) designed into the smartwatch app on students' quality and quantity of use. Quantitative results showed ScienceStories increased science self-efficacy especially with a motivational structure. The gamified version had the highest quantity of use, while narrative performance performed worst. Qualitative findings described how students' recordings related to science topics and were contextualized. We discuss how our findings contribute to understanding of how to design smartwatch apps for educational purposes.
論文アブストラクト： A major challenge in education is understanding how to connect learning experiences across settings (e.g., school, afterschool, and home) for youth. In this paper, we introduce and describe the participatory design process we undertook to develop Science Everywhere (SE), which is a sociotechnical system where children share their everyday science learning via social media. Public displays installed throughout the neighborhood invite parents, adults, peers, and community members to interact with children's ideas to better develop connections for learning across settings. Our case study of community interactions with the public displays illuminate how these technologies encouraged behaviors such as the noticing of children's ideas, recognition of people in the neighborhood, and bridging to new learning opportunities for youth.
論文アブストラクト： Advances in mobile and wireless technologies provide new possibilities for supporting K-12 learning activities that can be spatially distributed in the classroom, for example in jointly investigating a scientific phenomenon. Such technologies have an impact on the ways in which students engage with one another, and with the quality of their engagement with the activity itself. This paper uses an embodied approach to understand the patterns of interactions between students (e.g., student-to-student, student-to-teacher) and with computational media within the environment (e.g., student-to-device, student-to-large display), in relation to students' real-time meaning making as they engage in collective inquiry in an immersive simulation environment. The design-based research study consists of two iterations tested in an authentic school setting. We found that increased student-to-student interactions was accompanied by improved observational accuracy and higher quality student explanations constructed. The design implications of the research findings are discussed.
論文アブストラクト： How can we use interactive displays in museums to help visitors appreciate authentic objects and artifacts that they can't otherwise touch or manipulate? This paper shares results from a design-based research study on the use of interactive displays to help visitors learn about artifacts in an exhibit on the history and culture of China. To explore the potential afforded by these displays, we unobtrusively video recorded 834 museum visitor groups who stopped in front of one collection of objects. Drawing on cognitive models of curiosity, we tested three redesigns of this display, each focusing on a different strategy to spark visitor curiosity, interest, and engagement. To understand the relative effectiveness of these designs, we analyzed visitor interaction and conversation. Our results uncovered significant differences across the conditions suggesting implications for the use of such technology in museums.