Caught on Camera: Youth and Educators’ Noticing of and Responding to Failure Within Making Contexts

Simpson, Amber; Anderson, Alice; Maltese, Adam V.

doi:10.1007/s10956-019-09780-0

Cited by 12 publications

(2 citation statements)

References 35 publications

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“…3. Amber Simpson and colleagues independently coined this term when examining failure in informal makerspace contextssee Simpson et al (2019).…”

Section: Discussionmentioning

confidence: 99%

Designing for mathematical play: failure and feedback

Williams-Pierce

2019

ILS

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Purpose The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each. Design/methodology/approach Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments. Findings Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback. Originality/value The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.

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“…3. Amber Simpson and colleagues independently coined this term when examining failure in informal makerspace contextssee Simpson et al (2019).…”

Section: Discussionmentioning

confidence: 99%

Designing for mathematical play: failure and feedback

Williams-Pierce

2019

ILS

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“…Guests wore lightweight glasses equipped with a video camera that filmed the environment in front of them while infrared sensors tracked their pupil movement (Tobii Pro Glasses 2; see Fig 1 ), enabling us to assess what features of the exhibit captured their visual attention. This technology affords guests with freedom of movement and independence; as such, this mobile eye-tracking set-up is ideal for use in naturalistic spaces as it allows for in-the-moment data collection of what guests are attending to in an exhibit space [ 13 – 15 ] and is mostly unobtrusive as guests quickly become used to wearing video-recording devices [ 16 ]. Studies examining the feasibility of collecting eye-tracking data in museum settings have shown that most participants do not think that wearing this type of equipment interferes with their experiences [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the awe-some: Mobile eye-tracking insights into awe in a science museum

et al. 2020

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Informal learning environments provide the opportunity to study guests' experiences as they engage with exhibits specifically designed to invoke the emotional experience of awe. The current paper presents insight gained by using both traditional survey measures and innovative mobile eye-tracking technology to examine guests' experiences of awe in a science museum. We present results for guests' visual attention in two exhibit spaces, one chosen for its potential to evoke positive awe and one for negative awe, and examine associations between visual attention and survey responses with regard to different facets of awe. In this exploratory study, we find relationships between how guests attend to features within an exhibit space (e.g., signage) and their feelings of awe. We discuss implications of using both methods concurrently to shed new light on exhibit design, and more generally for working in transdisciplinary multimethod teams to move scientific knowledge and application forward.

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