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The choreography of conceptual development in computer supported instructional environments

Published: 12 June 2012 Publication History

Abstract

A key affordance of computational learning environments is that they can be designed to instantiate specific rules and causal relationships between user inputs and perceptual output. In this sense, designers can attempt to engineer specific trajectories of learners' conceptual development by devising situations they believe will help learners construct a particular concept/scheme. We revisit and elaborate upon Papert's notion of 'body syntonicity' and present a three-parameter model of interaction to describe how the interplay between a learner's prior knowledge, immediate perceptions, and goals embedded into the instructional situation contributes to the emergence of new conceptual schemes. We retrospectively apply this model to prior works and to a current instructional design that combines mathematics learning with physical exercise.

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  • (2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
  • (2018)Co-located augmented play-spaces: past, present, and perspectivesJournal on Multimodal User Interfaces10.1007/s12193-018-0269-z12:3(225-255)Online publication date: 14-Aug-2018
  • (2015)The medium mattersProceedings of the 14th International Conference on Interaction Design and Children10.1145/2771839.2771849(89-98)Online publication date: 21-Jun-2015
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  1. The choreography of conceptual development in computer supported instructional environments

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    cover image ACM Other conferences
    IDC '12: Proceedings of the 11th International Conference on Interaction Design and Children
    June 2012
    399 pages
    ISBN:9781450310079
    DOI:10.1145/2307096
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    • didactalab: didactalab
    • IMIS: Institut für Multimediale und Interaktive Systeme

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    Association for Computing Machinery

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    Publication History

    Published: 12 June 2012

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    Author Tags

    1. design-based research
    2. educational technology
    3. embodied cognition
    4. embodied interaction
    5. learning theory
    6. mathematics education
    7. physical activity

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    • didactalab
    • IMIS

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    View all
    • (2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
    • (2018)Co-located augmented play-spaces: past, present, and perspectivesJournal on Multimodal User Interfaces10.1007/s12193-018-0269-z12:3(225-255)Online publication date: 14-Aug-2018
    • (2015)The medium mattersProceedings of the 14th International Conference on Interaction Design and Children10.1145/2771839.2771849(89-98)Online publication date: 21-Jun-2015
    • (2014)Interactive Playgrounds for ChildrenPlayful User Interfaces10.1007/978-981-4560-96-2_5(99-118)Online publication date: 18-Feb-2014
    • (2013)Graph hoppingProceedings of the 12th International Conference on Interaction Design and Children10.1145/2485760.2485850(495-498)Online publication date: 24-Jun-2013

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