Embodied experiences of place: a study of history learning with mobile technologies.
This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experient...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 4; pp. 345 - 360 |
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| Autores principales: | , , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117240958&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117240958 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2016 vid: 32 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 117240958 117240958 117240958 10.1111/jcal.12137 117240958 ppf: 345 ppct: 15 formats: tig: atl: Embodied experiences of place: a study of history learning with mobile technologies. aug: au: Price, S. Jewitt, C. Sakr, M. affil: UCL Institute of Education, London Knowledge Lab, London UK sug: subj: History Education Learning Methods Mobile Applications Human United Kingdom Geographic Locations United Kingdom Videorecording Photography War United Kingdom Funding Source ab: This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential to re-mediate students' understanding of space and place through enacted interaction, and to make the learning more memorable. A key question is how learners work with the physical and digital information in the context of that learning experience, and how this supports new experiences and understanding of space and place. Findings suggest that embodied mobile experiences foster the creation of both physical and digital markers, which were instrumental in concretizing the history experience and developing new narratives. The findings also show how different representational forms of digital information mediated interaction in specific ways and how digital augmentation can lead to conflation in student understanding of space and time. These findings inform our understanding of the value of mobile applications in supporting embodied learning experiences and provide key implications for pedagogical design, both in situ and back in the classroom. pubtype: Academic Journal doctype: case study pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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