Pub Date : 2021-12-20DOI: 10.1108/ils-07-2021-0061
K. Peppler, A. Keune, M. Dahn, Dorothy Bennett, Susan M. Letourneau
Purpose Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14. Design/methodology/approach Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy. Findings Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices. Originality/value The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.
{"title":"Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement","authors":"K. Peppler, A. Keune, M. Dahn, Dorothy Bennett, Susan M. Letourneau","doi":"10.1108/ils-07-2021-0061","DOIUrl":"https://doi.org/10.1108/ils-07-2021-0061","url":null,"abstract":"\u0000Purpose\u0000Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14.\u0000\u0000\u0000Design/methodology/approach\u0000Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy.\u0000\u0000\u0000Findings\u0000Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices.\u0000\u0000\u0000Originality/value\u0000The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89927037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1108/ils-10-2020-0230
Jooyoung Seo, Gabriela T. Richard
Purpose In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners. Design/methodology/approach This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities. Findings Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity. Research limitations/implications Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014). Originality/value This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.
为了回应对整体包容性的学习创客空间的需求，我们提出了“脚手架”框架，该框架在为社会文化多样性的学习者设计空间和活动时考虑了公平性、包容性和可达性。设计/方法/方法本文提出了一个通用设计(UD)框架，该框架交叉包容了在创客空间和创客活动中有不同需求的学习者。本文提供了猜想映射，为设计整体包容性的创客空间提供理论和实证论证，这些创客空间考虑了性别平等和文化包容性，以及具有不同和独特能力和残疾的不同学习者的可达性。结合相关文献和现有的三个自主决策框架(即自主决策框架、网络可达性框架和学习自主决策框架)，以及先前关于决策公平性和包容性的研究，本文提出了整合八项原则，即简单性、协作性、可达性、灵活性、故障安全、面向对象、可链接性和多样性，以利用个体的多样化能力成为自主决策。研究限制/影响实施猜想图的研究人员(Lee et al.， 2018)发现它们对于发展基于研究和实践的理论和学习设计很有用。然而，应该注意的是，设计研究是迭代的和上下文的，猜想图在提供可见性和严谨性方面是有效的，但意味着灵活和响应上下文的变化(Lee等人，2018;桑多瓦尔,2014)。原创性/价值本文为研究人员、教育工作者、教学设计师和产品开发人员提供了实用的指导方针和原则，以评估和重新设计交叉和普遍包容、公平和可访问的创客空间和活动。
{"title":"SCAFFOLDing all abilities into makerspaces: a design framework for universal, accessible and intersectionally inclusive making and learning","authors":"Jooyoung Seo, Gabriela T. Richard","doi":"10.1108/ils-10-2020-0230","DOIUrl":"https://doi.org/10.1108/ils-10-2020-0230","url":null,"abstract":"\u0000Purpose\u0000In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners.\u0000\u0000\u0000Design/methodology/approach\u0000This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities.\u0000\u0000\u0000Findings\u0000Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity.\u0000\u0000\u0000Research limitations/implications\u0000Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014).\u0000\u0000\u0000Originality/value\u0000This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78758458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1108/ils-08-2020-0195
Avneet Hira, Morgan M. Hynes
Purpose The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices. Design/methodology/approach In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make. Findings The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning. Research limitations/implications As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens. Practical implications The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge. Originality/value This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.
{"title":"How do designers and engineers practice design while Making? A narrative inquiry of designers who Make","authors":"Avneet Hira, Morgan M. Hynes","doi":"10.1108/ils-08-2020-0195","DOIUrl":"https://doi.org/10.1108/ils-08-2020-0195","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices.\u0000\u0000\u0000Design/methodology/approach\u0000In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make.\u0000\u0000\u0000Findings\u0000The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning.\u0000\u0000\u0000Research limitations/implications\u0000As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens.\u0000\u0000\u0000Practical implications\u0000The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge.\u0000\u0000\u0000Originality/value\u0000This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"82 5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88193863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-09DOI: 10.1108/ils-08-2020-0176
Danielle Herro, Cassie F. Quigley, O. Abimbade
Purpose The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills. Design/methodology/approach This qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS. Findings A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving. Originality/value Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.
{"title":"Assessing elementary students’ collaborative problem-solving in makerspace activities","authors":"Danielle Herro, Cassie F. Quigley, O. Abimbade","doi":"10.1108/ils-08-2020-0176","DOIUrl":"https://doi.org/10.1108/ils-08-2020-0176","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS.\u0000\u0000\u0000Findings\u0000A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving.\u0000\u0000\u0000Originality/value\u0000Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"21 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84440971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-10DOI: 10.1108/ils-08-2020-0185
T. Kessner, Priyanka Parekh, Earl Aguliera, Luis E. Pérez Cortés, Kelly Tran, Sinem Siyahhan, Elisabeth R. Gee
Purpose This paper aims to explore how making tabletop board games elicited adolescents’ design thinking during their participation in a summer game design camp at their local library. Design/methodology/approach This study leverages qualitative approaches to coding transcripts of participants’ talk. This study uses the design thinking framework from the Hasso-Plattner Institute of Design at Stanford University as provisional codes to identify and make sense of participants’ verbalized design activity. Findings This study found that the making context of designing tabletop board games elicited a high frequency of design talk in participants, evidenced by both quantitative and qualitative reports of the data. Additionally, participants in large measure obviated constraints on their design activity imposed by linear conceptions of the design thinking model this study introduces, instead of moving fluidly across design modes. Finally, participants’ prior experiences in both life and in regard to games significantly influenced their design study. Originality/value This study highlights the unique affordances of making-centric approaches to designing tabletop games in particular, such as participants’ quick and sustained engagement in the study of design. This study also highlights the need for conceptions of design thinking specific to designing games.
{"title":"(Design) thinking out loud: adolescents’ design talk in a library makerspace tabletop game design camp","authors":"T. Kessner, Priyanka Parekh, Earl Aguliera, Luis E. Pérez Cortés, Kelly Tran, Sinem Siyahhan, Elisabeth R. Gee","doi":"10.1108/ils-08-2020-0185","DOIUrl":"https://doi.org/10.1108/ils-08-2020-0185","url":null,"abstract":"Purpose This paper aims to explore how making tabletop board games elicited adolescents’ design thinking during their participation in a summer game design camp at their local library. Design/methodology/approach This study leverages qualitative approaches to coding transcripts of participants’ talk. This study uses the design thinking framework from the Hasso-Plattner Institute of Design at Stanford University as provisional codes to identify and make sense of participants’ verbalized design activity. Findings This study found that the making context of designing tabletop board games elicited a high frequency of design talk in participants, evidenced by both quantitative and qualitative reports of the data. Additionally, participants in large measure obviated constraints on their design activity imposed by linear conceptions of the design thinking model this study introduces, instead of moving fluidly across design modes. Finally, participants’ prior experiences in both life and in regard to games significantly influenced their design study. Originality/value This study highlights the unique affordances of making-centric approaches to designing tabletop games in particular, such as participants’ quick and sustained engagement in the study of design. This study also highlights the need for conceptions of design thinking specific to designing games.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"69 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83387668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.1108/ILS-10-2020-0235
Xintian Tu, C. Georgen, Joshua A. Danish, Noel Enyedy
Purpose This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment.. Design/methodology/approach Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking. Findings The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings. Originality/value This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.
{"title":"Elementary students learning science in an MR environment by constructing liminal blends through action on props","authors":"Xintian Tu, C. Georgen, Joshua A. Danish, Noel Enyedy","doi":"10.1108/ILS-10-2020-0235","DOIUrl":"https://doi.org/10.1108/ILS-10-2020-0235","url":null,"abstract":"\u0000Purpose\u0000This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..\u0000\u0000\u0000Design/methodology/approach\u0000Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.\u0000\u0000\u0000Findings\u0000The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.\u0000\u0000\u0000Originality/value\u0000This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81910490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.1108/ils-12-2020-0256
Trà Huỳnh, Adrian M. Madsen, S. McKagan, Eleanor C. Sayre
Purpose Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively. Design/methodology/approach Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design. Findings The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose. Originality/value The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.
{"title":"Building personas from phenomenography: a method for user-centered design in education","authors":"Trà Huỳnh, Adrian M. Madsen, S. McKagan, Eleanor C. Sayre","doi":"10.1108/ils-12-2020-0256","DOIUrl":"https://doi.org/10.1108/ils-12-2020-0256","url":null,"abstract":"\u0000Purpose\u0000Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively.\u0000\u0000\u0000Design/methodology/approach\u0000Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design.\u0000\u0000\u0000Findings\u0000The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose.\u0000\u0000\u0000Originality/value\u0000The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"290 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74081778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.1108/ils-01-2020-0013
Daniela K. Digiacomo
Purpose While living in the information age is not new, the continued spread of dis/mis/information in tandem with rising partisanship has made clear the educational need for robust and critical information and media literacy education (Bulger and Davison, 2018; Garcia et al., 2021; Reich, 2018; Wineburg and McGrew, 2016). Given that most young people (and adults) today get their information and news about the world through online sources, including social media (Pew Research Center, 2018; Garcia et al., 2021), it is imperative for the health of the American democracy that students’ school-based civic learning opportunities include digital civic learning, too. This paper aims to offer a study into one such schooling landscape in a large and diverse public school district in the USA. Design/methodology/approach A mixed-method approach – including an online survey and face-to-face group interviews – was used to understand the opportunity landscape more broadly and glean insight into the texture and nuance of youth perspectives and experiences on digital civic learning. Findings Analysis of data reveals a dearth of consistent and routine opportunities for digital civic learning within the Rio Public School District context. Originality/value Empirical research that examines and makes visible students’ lived experiences and perspectives with digital civic information is essential if as educators and researchers, the authors are to successfully design for more and better of these experiences.
虽然生活在信息时代并不新鲜，但随着党派关系的不断加剧，信息的持续传播已经清楚地表明，教育需要强有力的、批判性的信息和媒体素养教育(Bulger和Davison, 2018;Garcia et al.， 2021;帝国,2018;Wineburg and McGrew, 2016)。鉴于今天大多数年轻人(和成年人)通过包括社交媒体在内的在线资源获取有关世界的信息和新闻(皮尤研究中心，2018;Garcia et al.， 2021)，学生基于学校的公民学习机会也必须包括数字公民学习，这对美国民主的健康至关重要。本文旨在对美国一个大型和多样化的公立学区的教育景观进行研究。设计/方法/方法采用混合方法，包括在线调查和面对面的小组访谈，以更广泛地了解机会格局，并收集有关青年对数字公民学习的观点和经验的结构和细微差别的见解。数据分析显示，在里约公立学区的背景下，缺乏持续和常规的数字公民学习机会。原创性/价值作为教育工作者和研究人员，如果作者要成功地设计出更多更好的这些体验，那么通过数字公民信息检验和展示学生的生活经历和观点的实证研究是必不可少的。
{"title":"Digital civic learning in schools: Youth perspectives and experiences","authors":"Daniela K. Digiacomo","doi":"10.1108/ils-01-2020-0013","DOIUrl":"https://doi.org/10.1108/ils-01-2020-0013","url":null,"abstract":"\u0000Purpose\u0000While living in the information age is not new, the continued spread of dis/mis/information in tandem with rising partisanship has made clear the educational need for robust and critical information and media literacy education (Bulger and Davison, 2018; Garcia et al., 2021; Reich, 2018; Wineburg and McGrew, 2016). Given that most young people (and adults) today get their information and news about the world through online sources, including social media (Pew Research Center, 2018; Garcia et al., 2021), it is imperative for the health of the American democracy that students’ school-based civic learning opportunities include digital civic learning, too. This paper aims to offer a study into one such schooling landscape in a large and diverse public school district in the USA.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed-method approach – including an online survey and face-to-face group interviews – was used to understand the opportunity landscape more broadly and glean insight into the texture and nuance of youth perspectives and experiences on digital civic learning.\u0000\u0000\u0000Findings\u0000Analysis of data reveals a dearth of consistent and routine opportunities for digital civic learning within the Rio Public School District context.\u0000\u0000\u0000Originality/value\u0000Empirical research that examines and makes visible students’ lived experiences and perspectives with digital civic information is essential if as educators and researchers, the authors are to successfully design for more and better of these experiences.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"2015 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82767078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1108/ils-09-2020-0212
Alex J. Bowers, Andrew E. Krumm
Purpose Currently, in the education data use literature, there is a lack of research and examples that consider the early steps of filtering, organizing and visualizing data to inform decision-making. The purpose of this study is to describe how school leaders and researchers visualized and jointly made sense of data from a common learning management system (LMS) used by students across multiple schools and grades in a charter management organization operating in the USA. To make sense of LMS data, researchers and practitioners formed a partnership to organize complex data sets, create data visualizations and engage in joint sensemaking around data visualizations to begin to launch continuous improvement cycles. Design/methodology/approach The authors analyzed LMS data for n = 476 students in Algebra I using hierarchical cluster analysis heatmaps. The authors also engaged in a qualitative case study that examined the ways in which school leaders made sense of the data visualization to inform improvement efforts. Findings The outcome of this study is a framework for informing evidence-based improvement cycles using large, complex data sets. Central to moving through the various steps in the proposed framework are collaborations between researchers and practitioners who each bring expertise that is necessary for organizing, filtering and visualizing data from digital learning environments and administrative data systems. Originality/value The authors propose an integrated cycle of data use in schools that builds on collaborations between researchers and school leaders to inform evidence-based improvement cycles.
{"title":"Supporting the initial work of evidence-based improvement cycles through a data-intensive partnership","authors":"Alex J. Bowers, Andrew E. Krumm","doi":"10.1108/ils-09-2020-0212","DOIUrl":"https://doi.org/10.1108/ils-09-2020-0212","url":null,"abstract":"\u0000Purpose\u0000Currently, in the education data use literature, there is a lack of research and examples that consider the early steps of filtering, organizing and visualizing data to inform decision-making. The purpose of this study is to describe how school leaders and researchers visualized and jointly made sense of data from a common learning management system (LMS) used by students across multiple schools and grades in a charter management organization operating in the USA. To make sense of LMS data, researchers and practitioners formed a partnership to organize complex data sets, create data visualizations and engage in joint sensemaking around data visualizations to begin to launch continuous improvement cycles.\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed LMS data for n = 476 students in Algebra I using hierarchical cluster analysis heatmaps. The authors also engaged in a qualitative case study that examined the ways in which school leaders made sense of the data visualization to inform improvement efforts.\u0000\u0000\u0000Findings\u0000The outcome of this study is a framework for informing evidence-based improvement cycles using large, complex data sets. Central to moving through the various steps in the proposed framework are collaborations between researchers and practitioners who each bring expertise that is necessary for organizing, filtering and visualizing data from digital learning environments and administrative data systems.\u0000\u0000\u0000Originality/value\u0000The authors propose an integrated cycle of data use in schools that builds on collaborations between researchers and school leaders to inform evidence-based improvement cycles.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"93 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83467001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1108/ILS-12-2020-0252
Meredith M. Thompson, Cigdem Uz-Bilgin, M. S. Tutwiler, Melat Anteneh, J. Meija, Annie Wang, Philip Tan, Richard Eberhardt, Dwaipayan Roy, Judy Perry, E. Klopfer
Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.
{"title":"Immersion positively affects learning in virtual reality games compared to equally interactive 2d games","authors":"Meredith M. Thompson, Cigdem Uz-Bilgin, M. S. Tutwiler, Melat Anteneh, J. Meija, Annie Wang, Philip Tan, Richard Eberhardt, Dwaipayan Roy, Judy Perry, E. Klopfer","doi":"10.1108/ILS-12-2020-0252","DOIUrl":"https://doi.org/10.1108/ILS-12-2020-0252","url":null,"abstract":"\u0000Purpose\u0000This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD).\u0000\u0000\u0000Design/methodology/approach\u0000In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session.\u0000\u0000\u0000Findings\u0000Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game.\u0000\u0000\u0000Originality/value\u0000This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81846254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：