June Ahn
Michael Gubbels
ABSTRACT
Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.
- Ahn, J. et al. 2012. SINQ: Scientific INQuiry learning using social media. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems Extended Abstracts (New York, NY, USA, 2012), 2081--2086. Google Scholar
Digital Library
- Ahn, J. 2011. The effect of social network sites on adolescents' social and academic development: Current theories and controversies. Journal of the American Society for Information Science and Technology. 62, 8 (2011), 1435--1445. Google ScholarDigital Library
- Bienkowski, M. et al. 2012. Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. U.S. Department of Education, Office of Educational Technology.Google Scholar
- Clegg, T. et al. 2012. Technology for promoting scientific practice and personal meaning in life-relevant learning. Proceedings of the 11th International Conference on Interaction Design and Children (New York, NY, USA, 2012), 152--161. Google ScholarDigital Library
- Clegg, T. et al. 2013. When face-to-face fails: Opportunities for social media to foster collaborative learning. Tenth International Conference on Computer Supported Collaborative Learning (Madison, WI, 2013).Google Scholar
- Collins, A. et al. 2004. Design Research: Theoretical and methodological issues. Journal of the Learning Sciences. 13, 1 (2004), 15--42.Google ScholarCross Ref
- Ford, M. J. and Forman, E. A. 2006. Redefining disciplinary learning in classroom contexts. Review of Research in Education. 30, 1 (2006), 1--32.Google ScholarCross Ref
- Grimes, S. M. and Fields, D. A. 2012. Kids online: A new research agenda for understanding social networking forums. The Joan Ganz Cooney Center at Sesame Workshop.Google Scholar
- Gubbels, M. et al. 2012. Scientific INQuiry (SINQ): Social media for everyday science learning. iConference 2013 Proceedings (Fort Worth, TX, 2012), 1102--1105.Google Scholar
- National Academy of Sciences 1996. National science education standards. National Academy Press.Google Scholar
- Quintana, C. et al. 2005. A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist. 40, 4 (2005), 235--244.Google ScholarCross Ref
- Wongsuphasawat, K. et al. 2011. LifeFlow: visualizing an overview of event sequences. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (New York, NY, USA, 2011), 1747--1756. Google ScholarDigital Library
Index Terms
- Using social media and learning analytics to understand how children engage in scientific inquiry
Recommendations
Designing to illuminate children's scientific funds of knowledge through social media sharing
IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and ChildrenThe ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community-focused, Science ...
Learning analytics for the social media age
LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And KnowledgeIn just a short period of time, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access and share information online. Now social media are also beginning to affect how we ...
Children's risk and benefit behaviours on social networking sites
AbstractDespite the age restrictions of social networking sites (SNS) averaging age 13 years, younger children are engaging with these sites (Ofcom, 2019). Research has shown that SNS use exposes the user to many risks, such as cyberbullying ...
Highlights- Children's social networking site access is associated with both risky and beneficial outcomes.
Comments