Can we work it out? Affordances and constraints for cultivating perspective-taking in digital contexts

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-10-26 DOI:10.1111/jcal.13086

Shai Goldfarb Cohen, Gideon Dishon

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Abstract

Background

The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking—the tendency and competency to actively consider others' mental and emotional states.

Objectives

This conceptual paper sets out to propose a theoretical framework that identifies the key affordances of digital platforms for promoting perspective-taking in formal educational settings (K-12 and higher education): (1) connecting diverse individuals, (2) simulating interactions with other perspectives and (3) supporting the articulation and sharing of perspectives.

Methods

Rather than summarizing the state of existing research, this paper aims to offer a novel conceptualization that allows unpacking the interplay between research on perspective-taking and work on the affordances and constraints of digital media. We identify the three key affordances outlined above, exemplifying them by focusing on one type of digital tool and comparing them along two axes: (i) the depth vs. diversity of interactions it supports and (ii) its cultivation of intergroup perspective-taking vs. interpersonal perspective-taking.

Results and Conclusions

This framework, we argue, articulates the advantages and limitations of digital tools towards engagement in perspective-taking, while providing a conceptual roadmap, and practical considerations, for researchers and practitioners interested in cultivating digitally mediated perspective-taking in educational settings.

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我们能解决吗？在数字环境中培养换位思考能力的支持和限制

数字技术在日常交流中日益重要，在政治两极分化、不信任和不容忍加剧的过程中发挥了关键作用。我们认为，这种危机可以有效地概念化为换位思考的危机，即积极考虑他人心理和情绪状态的倾向和能力。本概念性论文提出了一个理论框架，该框架确定了数字平台在促进正规教育环境（K-12和高等教育）中的观点吸收方面的关键功能：(1)连接不同的个体，(2)模拟与其他观点的互动，(3)支持观点的表达和分享。方法本文的目的不是总结现有研究的现状，而是提供一个新的概念，使透视研究与数字媒体的支持和约束之间的相互作用得以揭示。我们确定了上面概述的三个关键启示，通过关注一种数字工具并沿着两个轴进行比较来举例说明：(i)它所支持的互动的深度与多样性；（ii）它对群体间换位思考与人际换位思考的培养。我们认为，该框架阐明了数字工具在参与换位思考方面的优势和局限性，同时为有兴趣在教育环境中培养数字媒介换位思考的研究人员和实践者提供了概念路线图和实践考虑。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope