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dc.contributor.authorLehtonen, Daranee
dc.contributor.authorJoutsenlahti, Jorma
dc.contributor.authorPerkkilä, Päivi
dc.date.accessioned2023-01-23T07:07:54Z
dc.date.available2023-01-23T07:07:54Z
dc.date.issued2023
dc.identifier.citationLehtonen, D., Joutsenlahti, J., & Perkkilä, P. (2023). Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies. <i>Multimodal Technologies and Interaction</i>, <i>7</i>(1), 6. <a href="https://doi.org/10.3390/mti7010006" target="_blank">https://doi.org/10.3390/mti7010006</a>
dc.identifier.otherCONVID_172613628
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/85142
dc.description.abstractDespite 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesMultimodal Technologies and Interaction
dc.rightsCC BY 4.0
dc.subject.othermathematics classroom
dc.subject.othertangible user interface
dc.subject.othermultimodal communication
dc.subject.otherpeer interaction
dc.subject.othercomputer-supported collaborative learning
dc.subject.otherequation solving
dc.subject.otherprimary school
dc.titleMultimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202301231440
dc.contributor.laitosKokkolan yliopistokeskus Chydeniusfi
dc.contributor.laitosKokkola University Consortium Chydeniusen
dc.contributor.oppiaineKasvatustieteiden yksikköfi
dc.contributor.oppiaineThe Unit of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange6
dc.relation.issn2414-4088
dc.relation.numberinseries1
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 by the authors. Licensee MDPI, Basel, Switzerland
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppilaat
dc.subject.ysooppimisympäristö
dc.subject.ysovuorovaikutus
dc.subject.ysoopetus
dc.subject.ysoopetusteknologia
dc.subject.ysoviestintä
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p36
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/mti7010006
jyx.fundinginformationThis research received no external funding.
dc.type.okmA1


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