Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies
Lehtonen, D., Joutsenlahti, J., & Perkkilä, P. (2023). Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies. Multimodal Technologies and Interaction, 7(1), 6. https://doi.org/10.3390/mti7010006
Published inMultimodal Technologies and Interaction
© 2023 by the authors. Licensee MDPI, Basel, Switzerland
Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible technologies can enhance students’ multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students’ multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students’ multimodal communication and peer interaction. ...
Publication in research information system
MetadataShow full item record
Additional information about fundingThis research received no external funding.
Showing items with similar title or keywords.
Arvaja, Maarit (Jyväskylän yliopisto, Koulutuksen tutkimuslaitos, 2005)
Interaction in online learning environments : how to support collaborative activities in higher education settings Mäkitalo, Kati (Koulutuksen tutkimuslaitos, 2006)Collaboration promoted and supported by instructional technology has the potential to lead learners to deeper understanding and knowledge building. There have been optimistic views that any web based interaction can be ...
What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review Lämsä, Joni; Hämäläinen, Raija; Koskinen, Pekka; Viiri, Jouni; Lampi, Emilia (Elsevier BV, 2021)To better understand the premises for successful computer-supported collaborative learning (CSCL), several studies over the last 10 years have analysed the temporal aspects of CSCL. We broadly define the temporal aspects ...
Aira, Annaleena (University of Jyväskylä, 2012)
Bridging the Divide : understanding interactions between international and home students in U.S. secondary schools Huizinga, Rick (2016)Huizinga, Rick H. 2016. Bridging the Divide: Understanding interactions between international and home students in U.S. secondary schools. Master's Thesis in Education. University of Jyväskylä. Department of Education. ...