Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

“…DP looks specifically at how participants make psychological concepts evident in the course of social interaction (Wiggins, 2016). For example, one might attend to how a child vocalizes or displays with their body an interest in pursuing a task independently; this action makes a facet of the psychological concept of self-determination part of the public interaction between the parent and child (DeLiema et al, 2021).…”

“…Literature on the relationship between failure and learning describes how problems necessitate the acknowledgment of a goal orientation and an identification of failure (Clifford, 1984;Koschmann et al, 1998), a causal interpretation (Graham, 1991;Bennett, 2017), and a search for solutions (Murphy-Hill et al, 2015;DeLiema, 2017). The choices children and adults make around each of these dimensions are consequential in that they focus attention (and learning) on particular parts of a rather large problem space (Klahr and Carver, 1988;DeLiema et al, 2021).…”

“…This study has a few limitations around its analytical approach, central constructs, sample, and research design. On the analysis side, by following the principles of discursive psychology and interaction analysis (Jordan and Henderson, 1995;Wiggins, 2016), our approach primarily focused on the observable, public record of parent-child interactions, and was thus unable to attend to the child's private experience or awareness of self-determination and autonomy (c.f., Vossoughi and Escudé, 2016;DeLiema et al, 2021;Keifert, 2021). An additional limitation of the study was the focus on constructs surrounding problem solving (e.g., noticing problems, proposing causes, generating solutions) to the exclusion of other constructs central to the autonomy support literature, such as the timing of support and the flexibility of parent support.…”

Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms

“…diagrams and gestures) differed in terms of the resulting patterns of student engagement. Owing to the affordances of video-data in revealing real-time actions to investigate instructional practices (DeLiema et al, 2023), we argue that looking at the interaction of VPs and nVPs can shed some light into understanding best practices for promoting student engagement in higher education science classrooms. In this article, we follow up on these gaps and limitations and use video-data from a semester-long biology module to show how both the verbal and non-verbal initiating prompts interacted to promote student engagement.…”