Learning Culture and Social Interaction最新文献

Digital in-text comments in video-mediated second language writing tutorials: A resource for linking in situ and ex situ engagement 视频媒介的第二语言写作教程中的数字文本评论：一种链接原位和非原位参与的资源

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-06 DOI: 10.1016/j.lcsi.2025.100960

Adam Brandt , Christopher Leyland

This paper examines the use of digital in-text comments on a shared screen in the delivery of feedback in video-mediated one–one writing tutorials. Data are seven cloud recordings of 1–1 writing tutorials between academic writing tutors and second language speaking internationals students at a university in the UK. Examples are taken from a corpus of 41 instances of tutor feedback, with a specific focus on advice-giving sequences, analysed using Multimodal Conversation Analysis. Our analysis shows how advice is constituted jointly of the tutor's talk, their pre-written in-text comments, and the digital work to establish joint attention to various referents on the shared screen. This complex digital gestalt serves to not only accomplish the production of advice, but to link what has been produced in the past, what is being produced in the moment, and (potentially) what will be engaged with by the student in the future. This, we argue, shows that in situ engagement can be informed by - and informing of – ex situ engagement. The study adds to existing research on video-mediated interaction, especially in educational and pedagogical settings, writing tutorial interaction, and engagement in interaction.

本文研究了在视频媒介的一对一写作教程中，在共享屏幕上使用数字文本评论来提供反馈。数据是英国一所大学的学术写作导师和说第二语言的国际学生之间的1-1写作教程的7个云记录。示例取自41个导师反馈实例的语料库，特别关注建议给出的序列，使用多模态会话分析进行分析。我们的分析显示了建议是如何由导师的谈话、他们预先写好的文本评论和数字工作共同构成的，以建立对共享屏幕上各种参照物的共同关注。这种复杂的数字格式塔不仅可以完成建议的生成，还可以将过去已经生成的内容、当前正在生成的内容以及学生将来（潜在地）将要使用的内容联系起来。我们认为，这表明原位接触可以通过-并通知-非原位接触。这项研究补充了现有的关于视频媒介互动的研究，特别是在教育和教学环境中，写作教程互动，以及互动中的参与。

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引用次数: 0

The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation 同步混合课堂互动中的运动问责：管理机器人介导的远程参与中的移动问题

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-01 DOI: 10.1016/j.lcsi.2025.100956

Teppo Jakonen , Fredrik Rusk

Telepresence robots enhance videoconferencing by enabling the user to ‘move around’ remotely, offering more embodied resources for interaction than speaker gallery-based videoconferencing tools. This study explores interactional troubles related to the affordance of mobility during robot-mediated remote participation in synchronous hybrid classroom interaction. Using multimodal conversation analysis, we analyse video-recorded higher education language teaching classes from Finland in which one student used a Double 3 telepresence robot for remote participation, focusing on how the participants managed activity transitions requiring mediated mobility during one L2 Swedish class. The analysis traces a micro-longitudinal interactional trajectory whereby initial troubles in operating the robot led participants to stop using the remote-controlled mobility feature and resort to carrying the robot from one place to another. We discuss how such a practice of human-assisted mobility emerges interactionally through geographically distributed coordination of the classroom space and what kinds of orientations to the accountability of remote student's action, autonomy and engagement are at stake. The findings illustrate challenges that emerging communication tools such as the telepresence robot can introduce for remote embodied participation and learning, and how teachers and students sometimes come up with unexpected ways of building action with the help of, or despite, technological affordances.

远程呈现机器人通过使用户能够远程“移动”来增强视频会议，提供比基于演讲者库的视频会议工具更多的具体交互资源。本研究探讨在同步混合式课堂互动中，以机器人为媒介的远程参与中，与移动性提供性相关的互动问题。使用多模态会话分析，我们分析了芬兰高等教育语言教学课程的视频记录，其中一名学生使用双3远程呈现机器人进行远程参与，重点关注参与者如何在L2瑞典语课程中管理需要中介移动的活动过渡。该分析追踪了一个微纵向互动轨迹，即操作机器人的初始麻烦导致参与者停止使用遥控移动功能，并求助于将机器人从一个地方搬到另一个地方。我们讨论了这种人类辅助移动性的实践是如何通过课堂空间的地理分布协调互动出现的，以及远程学生的行动、自主和参与的责任取向是什么。这些发现说明了新兴的通信工具（如远程呈现机器人）可能为远程具体参与和学习带来的挑战，以及教师和学生如何在技术支持的帮助下或尽管如此，有时会提出意想不到的方式来建立行动。

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引用次数: 0

“They don't really know what we're talking about” “他们真的不知道我们在说什么。”

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-01 DOI: 10.1016/j.lcsi.2025.100959

Jan Ole Størup , Jacob Klitmøller

Teachers play a pivotal role in scaffolding pupils' learning, but scaffolding does not always unfold as intended. This study explores how pupils in Danish lower secondary school co-construct and navigate misaligned teacher scaffolding during project work. Drawing on Cultural-Historical Activity Theory, Positioning Theory, and research on classroom dialogue and scaffolding, we analyse how teachers shape pupils' information literacy practices, both through dialogic interactions and in pupils' negotiations of teachers' practices. Based on ethnographic fieldwork, including participant observations, audio-recorded classroom dialogue, and interviews with 8th grade pupils, our findings illustrate how attempted scaffolding can become misaligned due to the entanglement of teacher authority, pupils' motives, and positioning in (dialogic) practice. We identify three recurring teacher positions: the teacher as blind guide, barrier, and auditor – each influencing pupils' agency and learning trajectories in different ways. We argue that a nuanced understanding of these dynamics is crucial for understanding and fostering dialogic scaffolding practices in increasingly complex educational settings.

教师在搭建学生学习的过程中起着关键作用，但搭建并不总是如预期的那样展开。本研究探讨丹麦初中学生如何在项目工作中共同建构和导航错位的教师脚手架。利用文化历史活动理论、定位理论以及课堂对话和框架研究，我们分析了教师如何通过对话互动和学生对教师实践的谈判来塑造学生的信息素养实践。基于民族志田野调查，包括参与者观察、课堂对话录音和对八年级学生的访谈，我们的研究结果说明了由于教师权威、学生动机和（对话）实践定位的纠缠，脚手架是如何变得不一致的。我们确定了三种反复出现的教师角色：盲导、障碍和旁听者——每一种角色都以不同的方式影响着学生的能动性和学习轨迹。我们认为，在日益复杂的教育环境中，对这些动态的细致理解对于理解和促进对话脚手架实践至关重要。

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引用次数: 0

AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective AI合作伙伴还是同行合作伙伴？从社会文化角度探讨人工智能对英语发音的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-11-10 DOI: 10.1016/j.lcsi.2025.100958

Ling Li , Xiaoyue Zhang , Bin Zou , Qin Yang

This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants (N = 100) were divided into an experimental group (N = 51), who engaged in AI-mediated interactive speaking activities using EAP TALK, and a control group (N = 49), who participated in peer-mediated pronunciation tasks via WeChat. Quantitative data were collected through a pronunciation test and an EFL anxiety and enjoyment scale, and analyzed using paired and independent samples t-tests along with ANCOVA. Qualitative data were derived from individual reflective reports and analyzed thematically. Results indicated that both groups improved their pronunciation proficiency and enjoyment, but the experimental group showed significantly greater gains in these areas. The sociocultural analysis revealed that AI-mediated tools served as digitally embedded more knowledgeable others, offering adaptive scaffolding aligned with Vygotsky's Zone of Proximal Development (ZPD). Moreover, peer-mediated learning also facilitated meaningful linguistic interaction and emotional support, though the quality of feedback varied across groups. While learners generally expressed positive attitudes toward AI-mediated instruction, they also reported challenges related to speech recognition and feedback accuracy. These findings highlight the complementary strengths of AI- and peer-mediated approaches, offering practical implications for the integration of technology-enhanced pronunciation instruction in EFL contexts.

这项顺序解释性混合方法研究在维果茨基的社会文化理论框架下，探讨了人工智能介导的发音互动对作为外语的英语学习者发音技能的影响，以及它对外语焦虑和享受的影响。学习者对人工智能介导的发音活动的态度也进行了定性探讨。参与者（N = 100）被分为实验组（N = 51）和对照组（N = 49），实验组使用EAP TALK进行人工智能介导的交互式口语活动，对照组通过微信参与同伴介导的发音任务。通过语音测试和英语焦虑和享受量表收集定量数据，并使用配对和独立样本t检验以及ANCOVA进行分析。定性数据来源于个人反思报告，并按主题进行分析。结果表明，两组都提高了他们的发音熟练程度和乐趣，但实验组在这些方面表现出明显更大的进步。社会文化分析显示，人工智能介导的工具充当了数字嵌入的更有知识的人，提供了与维果茨基的近端发展区（ZPD）一致的适应性脚手架。此外，同伴中介学习也促进了有意义的语言互动和情感支持，尽管反馈的质量在各组之间有所不同。虽然学习者普遍对人工智能介导的教学持积极态度，但他们也报告了与语音识别和反馈准确性相关的挑战。这些发现强调了人工智能和同伴中介方法的互补优势，为在英语环境中整合技术增强的发音教学提供了实际意义。

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引用次数: 0

Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children 朗读实践中知识的范式和叙事形式及其对儿童进一步学习和教育的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-11-08 DOI: 10.1016/j.lcsi.2025.100957

Niklas Pramling , Maria Simonsson , Martina Norling

This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and further followed up in a Swedish preschool setting. The empirical data consists of video observations. Theoretically, the study builds on a sociocultural perspective that conceptualises learning in terms of the appropriation of cultural tools and practices. What tools (e.g., forms of knowledge) and practices (e.g. read-aloud ones) children encounter and are supported in appropriating during their early education therefore emerge as critical to their development. This interest informs the overarching research project into read-aloud practices in preschool of which the present study forms a part. The results show that paradigmatic knowledge (here in the form of technology) is generally rendered and responded to in a narrative way. However, the ensuing talk can be characterised as a form of hybrid discourse between these modes. The pros and cons of such discourse mixing is discussed in terms of their implications for children's learning.

本文探讨了幼儿朗读活动中不同形式的知识是如何实现的。更具体地说，通过叙述和范式两种基本知识或语义模式之间的区别，我们分析了后者（以科学话语为代表）是如何脱颖而出的，并在大声朗读活动中得到回应的，当一本关于技术问题的书在瑞典学前环境中被阅读、讨论和进一步跟进时。经验数据由视频观测组成。从理论上讲，该研究建立在社会文化视角的基础上，将学习概念化为文化工具和实践的挪用。因此，儿童在早期教育中遇到的工具（例如，知识形式）和实践（例如，朗读）对他们的发展至关重要。这种兴趣通知了总体研究项目，在学前朗读实践，其中本研究形成的一部分。结果表明，范式知识（这里以技术的形式）通常以叙事的方式呈现和回应。然而，随后的谈话可以被描述为这些模式之间的混合话语形式。本文从混合语篇对儿童学习的影响出发，讨论了混合语篇的利弊。

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引用次数: 0

Teachers at the crossroads: Culture, empathy, and emotional regulation in Palestinian society in Israel 十字路口的教师：以色列巴勒斯坦社会的文化、同理心和情绪调节

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-29 DOI: 10.1016/j.lcsi.2025.100955

Kholoud Shanbour , Tsafrir Goldberg , Jenny Kurman

This study explores how Palestinian Arab teachers in Israel navigate the intersection of cultural orientations, empathy, and emotion regulation in classroom management. Based on semi-structured interviews with 30 teachers from Arab public schools during the 2022–2023 school year, we used Epistemic Network Analysis (ENA) to examine how concepts like authority, care, and emotional control are linked in teachers' discourse.

Three main profiles emerged: (1) Vertical collectivism)VC(, marked by a focus on authority and conformity, where empathy was limited and emotion regulation relied mainly on suppression to maintain discipline. (2) Horizontal collectivism)HC(, emphasizing cooperation and social harmony, where empathy—both emotional and cognitive—was more prominent, and regulation was achieved through cognitive reappraisal. (3) A hybrid approach, combining hierarchical values with empathetic responsiveness, where teachers flexibly shifted between suppression and reappraisal based on context.

These patterns reflect how emotional processes are shaped by the tension between traditional norms and evolving pedagogical models. The findings highlight the need to support teachers in integrating empathy and emotion regulation within culturally grounded frameworks. Professional development programs using tools such as role-play and reflective dialogue can help teachers manage classroom dynamics effectively while respecting both authority and emotional connection.

本研究探讨了以色列的巴勒斯坦阿拉伯教师如何在课堂管理中处理文化取向、同理心和情绪调节的交集。基于对来自阿拉伯公立学校的30名教师在2022-2023学年的半结构化访谈，我们使用认知网络分析（ENA）来研究权威、关怀和情绪控制等概念如何在教师话语中联系起来。(1)垂直集体主义（Vertical collectivism，简称VC），其特点是注重权威和从众，移情有限，情绪调节主要依靠压制来维持纪律。(2)水平集体主义（Horizontal collectivism， HC），强调合作和社会和谐，情感和认知共情更为突出，并通过认知重评实现调节。(3)分层价值观与共情反应相结合的混合模式，教师根据情境在压制和重评价之间灵活转换。这些模式反映了传统规范和不断发展的教学模式之间的紧张关系是如何塑造情感过程的。研究结果强调了支持教师在文化基础框架内整合同理心和情绪调节的必要性。使用角色扮演和反思对话等工具的专业发展项目可以帮助教师有效地管理课堂动态，同时尊重权威和情感联系。

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引用次数: 0

No place for remote students? Navigating transitions of hybrid co-presence in seminar rooms and lecture halls 没有地方给远程学生？在研讨室和演讲厅中引导混合共同存在的转变

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-24 DOI: 10.1016/j.lcsi.2025.100923

Kenan Hochuli, Johanna Jud

This study investigates the dynamics of hybrid learning environments in university contexts, examining how spatial-material arrangements influence interaction and engagement. Analyzing video recordings from a linguistics seminar and a mathematics lecture at the University of Zurich, we highlight the challenges faced by lecturers in managing co-presence between on-site and remote students. The research uncovers the complexities in segregating and integrating participants, revealing the inadequacies of traditional learning spaces for hybrid formats. Our findings suggest the need for architectural and technological redesigns that facilitate more inclusive and effective hybrid interactions. This study contributes essential insights into enhancing hybrid learning experiences in higher education.

本研究调查了大学背景下混合学习环境的动态，考察了空间-物质安排如何影响互动和参与。通过分析苏黎世大学的语言学研讨会和数学讲座的视频记录，我们强调了讲师在管理现场和远程学生之间的共同存在方面所面临的挑战。该研究揭示了分离和整合参与者的复杂性，揭示了传统学习空间对于混合格式的不足。我们的研究结果表明，需要对建筑和技术进行重新设计，以促进更具包容性和更有效的混合互动。本研究为提高高等教育的混合式学习体验提供了重要的见解。

引用次数: 0

Two metaphors for learning revisited: What did the participation metaphor do for us in the last four decades? 关于学习的两个隐喻：在过去的四十年里，参与的隐喻为我们做了什么？

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-21 DOI: 10.1016/j.lcsi.2025.100946

Anna Sfard

This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as situativity research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of acquisition and of participation, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of routine and practice as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.

这篇论文探讨了四十年来的争议的一些长期影响，这些争议在今天被称为情境研究的后果中激起了学习科学。这些争议围绕着学习的两个隐喻，分别被称为获取和参与的隐喻，被重新审视。有人认为，虽然这两种比喻都是有成效的，但参与的比喻有助于解决一些困境，只要学习是在获取主义的术语中概念化的，就会逃避解决。通过将常规和实践作为分析单元，参与主义结合了生物和环境因素，为情境性困境提供了解决方案。这种方法强调了故事和机器之间的相互作用，这是解开人类独特性之谜的关键。通过将我们递归的语言交流描述为迄今为止被低估的主要参与者，它解释了人类无限期地使他们的实践复杂化的能力，并且在比任何其他物种短得多的时间尺度上做到这一点。

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引用次数: 0

Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education 通过Bee-Bots、Lego Mindstorms EV3和Minecraft education的机器人和编程练习，在高等教育中培养计算思维技能

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-06 DOI: 10.1016/j.lcsi.2025.100947

Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland

Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's Minecraft Education. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.

计算思维（CT）是21世纪能力的核心组成部分之一。通过将逻辑和数学思维与计算机科学相结合，计算机科学为当今的数字世界培养了解决问题的能力。因此，计算机科学能力对于高等教育各个领域的学生来说都是非常重要的，它可以改善他们未来的工作生活。早期的研究表明，协作编程机器人和游戏可以特别提高CT的获取。然而，在人文学科中对CT的研究仍然很少。因此，本研究在一门先导性的选修导论CT课程中，利用Bee-Bots、Lego Mindstorms EV3和微软的Minecraft Education来研究人文学科大学生的CT发展情况。12名参与者两人一组，在每次讲座结束后和他们的游戏制作任务中写反思日记，随后通过主题内容分析来评估互动编程和协作反思的效果。研究结果证实了协作机器人、编程活动和反思性写作的积极影响。这项研究增加了关于计算机计算机教学的知识，对课程开发人员、教师教育工作者和课堂教师也具有实用价值，他们可以将这些发现应用于创建课程和课堂活动，强调广泛的计算机计算机技能，而不仅仅是编程。

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引用次数: 0

Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions 以视频为媒介的英语课堂互动中的多模态修复启动：关注基于屏幕的行为和具体化的行为

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-09-16 DOI: 10.1016/j.lcsi.2025.100935

Fatma Badem

The recent COVID-19 pandemic has prompted the integration of numerous digital teaching tools into educational practices conducted on various videoconferencing platforms with geographically dispersed learners. In video-mediated interactional settings characterized by interactional asymmetry and limited visibility of non-verbal cues (e.g., gestures, gaze, or body language), embodiment is notably one of the most affected interactional elements by the local configurations of interactional context. This restricted access to participants' embodied actions due to fractured video-frames poses challenges in maintaining intersubjectivity in video-mediated instructional activities. However, despite playing an essential role in repair, multimodal practices addressing interactional breakdowns have remained largely unexplored in online classrooms. Adopting a multimodal conversation analytic approach to the examination of 67 h of screen-recorded video-mediated English as a Foreign Language (EFL) classroom interaction, this study explores the deployment of multimodal repair initiation practices to maintain the progressivity of interaction and pedagogy. The findings show that by initiating repair through both embodied and screen-based actions to address the students' dispreferred responses, the teacher promotes self-repair and builds interactional space for the students. Revealing how self-repair -a preferred practice in most L2 pedagogical settings- can be transferable to fully online, video-mediated classroom environments, this study brings new insights into language teaching practices in such educational settings.

最近的COVID-19大流行促使许多数字教学工具整合到各种视频会议平台上与地理上分散的学习者进行的教育实践中。在以视频为媒介的互动环境中，以互动不对称和非语言线索（如手势、凝视或肢体语言）的有限可见性为特征，体现是受互动环境局部配置影响最大的互动元素之一。由于视频帧的断裂，对参与者具体行动的访问受到限制，这对在视频媒介教学活动中维持主体间性提出了挑战。然而，尽管在修复中发挥了重要作用，但在在线课堂中，解决互动故障的多模式实践在很大程度上仍未被探索。本研究采用多模态会话分析方法对67小时以视频为媒介的英语课堂互动进行考察，探讨了多模态修复启动实践的部署，以保持互动和教学的进步性。研究结果表明，教师通过具体行动和基于屏幕的行动来启动修复，以解决学生的不良反应，促进了自我修复，并为学生建立了互动空间。这项研究揭示了自我修复——大多数第二语言教学环境中的首选实践——如何转移到完全在线的、视频媒介的课堂环境中，为这种教育环境中的语言教学实践带来了新的见解。

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引用次数: 0