Designerly Processes ​​with robots as a framework for children’s perspective-taking

Eva Brooks, Jeanette Sjöberg

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

Abstract

The use of robotics technology in school is renowned for providing children with opportunities to interact and collaborate in various school subjects, which raise questions of how to design learning activities that include robot technology in education. In this paper we explore how a designerly approach can foster children’s perspective-taking while creatively collaborating in mixed analogue and digital learning environments including robots, creative material and classical fairytales. Based on a social semiotics analytical framework, the study draws from workshops carried out with third grade classes of Danish school children, aged 9–10 years old. Using video recordings and a thematic analysis, the unit of analysis focuses on the activities with a special interest on children’s interactions with robots, creative materials, classical fairytales and with each other. The results of this study imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the mixed learning environment reinforced children’s abilities of perspective-taking.

OriginalsprogEngelsk
TitelDesign, Learning, and Innovation : 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21-22, 2022, Proceedings
RedaktørerEva Brooks, Jeanette Sjöberg, Anders Kalsgaard Møller, Emma Edstrand
Antal sider19
ForlagSpringer
Publikationsdatoapr. 2023
Sider113-131
Kapitel10
ISBN (Trykt)978-3-031-31391-2
ISBN (Elektronisk)978-3-031-31392-9
DOI
StatusUdgivet - apr. 2023
NavnLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
Vol/bind493
ISSN1867-8211

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