Technological Affordances for Embodied Learning in Authentic Contexts

2021 ◽  
pp. 197-209
Author(s):  
Barney Dalgarno
Keyword(s):  
Embodied Learning ◽  
Technological Affordances

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals Digital Tracing during the COVID-19 Pandemic: User Appraisal, Emotion, and Continuance Intention

2021 ◽  
Vol 13 (2) ◽  
pp. 608
Author(s):  
Ayoung Suh ◽  
Mengjun Li
Keyword(s):  
Mobile Apps ◽  
Contact Tracing ◽  
The Novel ◽  
Personal Privacy ◽  
Continuance Intention ◽  
Infectious Disease Outbreak ◽  
Using Data ◽  
Novel Coronavirus ◽  
Technological Affordances ◽  
Method Approach

This study explores how people appraise the use of contact tracing apps during the novel coronavirus (COVID-19) pandemic in South Korea. Despite increasing attention paid to digital tracing for health disasters, few studies have empirically examined user appraisal, emotion, and their continuance intention to use contact tracing apps for disaster management during an infectious disease outbreak. A mixed-method approach combining qualitative and quantitative inquiries was employed. In the qualitative study, by conducting interviews with 25 people who have used mobile apps for contact tracing, the way users appraise contact tracing apps for COVID-19 was explored. In the quantitative study, using data collected from 506 users of the apps, the interplay among cognitive appraisal (threats and opportunities) and its association with user emotion, and continuance intention was examined. The findings indicate that once users experience loss emotions, such as anger, frustration, and disgust, they are not willing to continue using the apps. App designers should consider providing technological affordances that enable users to have a sense of control over the technology so that they do not experience loss emotions. Public policymakers should also consider developing measures that can balance public health and personal privacy.

‘Welcome to #GabFam’: Far-right virtual community on Gab

2021 ◽  
pp. 146144482110245
Author(s):  
Greta Jasser ◽  
Jordan McSwiney ◽  
Ed Pertwee ◽  
Savvas Zannettou
Keyword(s):  
Social Media ◽  
Qualitative Analysis ◽  
Social Networking ◽  
Virtual Community ◽  
Far Right ◽  
Social Networking Service ◽  
Shared Experiences ◽  
Funding Model ◽  
Social Media Platforms ◽  
Technological Affordances

With large social media platforms coming under increasing pressure to deplatform far-right users, the Alternative Technology movement (Alt-Tech) emerged as a new digital support infrastructure for the far right. We conduct a qualitative analysis of the prominent Alt-Tech platform Gab, a social networking service primarily modelled on Twitter, to assess the far-right virtual community on the platform. We find Gab’s technological affordances – including its lack of content moderation, culture of anonymity, microblogging architecture and funding model – have fostered an ideologically eclectic far-right community united by fears of persecution at the hands of ‘Big Tech’. We argue that this points to the emergence of a novel techno-social victimology as an axis of far-right virtual community, wherein shared experiences or fears of being deplatformed facilitate a coalescing of assorted far-right tendencies online.

Developing Craft in the Ballet Class

2021 ◽  
Vol 39 (2) ◽  
pp. 147-157
Author(s):  
Susie Crow
Keyword(s):  
Visual Arts ◽  
Alternative Model ◽  
Embodied Learning ◽  
Sports Science ◽  
The Arts ◽  
Theoretical Investigations ◽  
Attitudes And Perceptions

The ballet class is a complex pedagogical phenomenon in which an embodied tradition is transmitted in practice from one generation to the next, shaping not just the dancing but the attitudes and perceptions of dancers throughout their careers. This paper emerges from observations and experience of recent and current ballet class practice, and theoretical investigations into embodied learning in the arts. It outlines the influential role of large hegemonic institutions in shaping how ballet is currently taught and learned; and the effect of this on the class's evolving relation to ballet's repertoire of old and emerging dances as artworks. It notes the increasing importation into ballet pedagogy of thinking rooted in sports science, engendering the notion of the dancer as athlete; and of historic attitudes which downplay the agency of the dancer. I propose an alternative model for understanding the nature of learning in the ballet class, relating it to what Donald Schön calls ‘deviant traditions of education for practice’ in other performing and visual arts ( Schön 1987 p16). I look at the dancer's absorption via the class of ballet's danse d’école, its core technique of academic dance content. I suggest how this process might more constructively be understood through the lens of craft learning and the development of craftsmanship via apprenticeship, the dancer learning alongside the teacher as experienced artist practitioner who models behaviours that foster creativity.

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