Pair physical computing: high school students’ practices and perceptions of collaborative coding and crafting with electronic textiles
Pair physical computing: high school students’ practices and perceptions of collaborative coding and crafting with electronic textiles
复制标题
配对物理计算：高中生对电子纺织品协作编码和手工制作的实践和看法
作者：
Debora Lui;Y. Kafai;Breanne K. Litts;Justice T. Walker;Sari Widman
摘要背景和内容：物理计算涉及多个屏幕上和屏幕外任务的复杂谈判，这需要研究如何最好地构建协作工作，以确保公平的学习。目的：我们专注于如何对自组织他们的多领域的任务在物理计算，以及他们的社会互动如何支持或抑制生产合作。方法：我们进行了一个30多小时的物理计算研讨会，高中学生对创建交互式电子纺织品标志。我们记录了学生如何分享或分配他们的任务，并寻找原因，为什么会发生这种情况，通过学生后采访。调查结果：学生们在项目规划中进行合作，这涉及讨论和决策，但在项目建设中单独进行，这涉及实际执行他们的计划。学生的社会交往质量似乎与他们如何看待他们的伴侣作为社会情感资源有关。含义：物理计算的不同领域的内在品质，以及学生如何看待他们的合作伙伴在社会情感方面可以塑造学生协作学习的生产力。
ABSTRACT Background and Context: Physical computing involves complex negotiations of multiple, on and off-screen tasks, which calls for research on how to best structure collaborative work to ensure equitable learning. Objective: We focus on how pairs self-organized their multi-domain tasks in physical computing, and how their social interactions supported or inhibited productive collaboration. Method: We conducted a 30+ hour physical computing workshop where high school student pairs created interactive electronic textile signs. We recorded how students shared or allocated their tasks in fieldnotes and looked for reasons why this occurred through student post-interviews. Findings: Students worked collaboratively on project planning, which involved discussion and decision-making, but individually during project construction, which involved physical execution of their plan. The quality of students’ social interaction was seemingly linked to how viewed their partner as a socioemotional resource. Implications: Inherent qualities of the different domains of physical computing and how students view their partners in socioemotional terms can shape the productivity of student collaborative learning.