Science Everywhere

Ahn, June; Clegg, Tamara; Yip, Jason; Bonsignore, Elizabeth; Pauw, Daniel; Cabrera, Lautaro; Hernly, Kenna; Pitt, Caroline; Mills, Kelly; Salazar, Arturo; Griffing, Diana; Rick, Jeff; Marr, Rachael

doi:10.1145/3173574.3173852

Cited by 24 publications

(14 citation statements)

References 36 publications

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“…We generated and triangulated salient themes using the session recordings, researchers' analytical memos/notes, and design artifacts [1,97]. The research team (first, second, and fourth authors) used these sources as the basis for a series of collaborative discussions about the way participants responded to and elaborated on the focal themes in their sessions.…”

Section: Design Session Analysismentioning

confidence: 99%

The Kids Are / Not / Sort of All Right*

Pitt

Hock

Zelnick

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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We investigated changes in and factors affecting American adolescents' subjective wellbeing during the early months (April -August 2020) of the coronavirus pandemic in the United States. Twenty-one teens (14-19 years) participated in interviews at the start and end of the study and completed ecological momentary assessments three times per week between the interviews. There was an aggregate trend toward increased wellbeing, with considerable variation within and across participants. Teens reported greater reliance on networked technologies as their unstructured time increased during lockdown. Using multilevel growth modeling, we found that how much total time teens spent with technology had less bearing on daily fluctuations in wellbeing than the satisfaction and meaning they derived from their technology use. Ultimately, teens felt online communication could not replace face-to-face interactions. We conducted two follow-up participatory design sessions with nine teens to explore these insights in greater depth and reflect on general implications for design to support teens' meaningful technology experiences and wellbeing during disruptive life events.

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Section: Design Session Analysismentioning

confidence: 99%

The Kids Are / Not / Sort of All Right*

Pitt

Hock

Zelnick

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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“…In the recent history of designing learning technologies for young people, there has been a focus on how to facilitate connected learning [4,30,57] but less on the subject of context collapse [26,65], the way in which modern technologies remove the boundaries between settings and groups of people in one's life that typically exist separately offline. The field continues to examine how the complexity of youth's sociotechnical ecosystems affects their engagement with learning and their communities and places, forming their identities as individuals [32].…”

Section: Related Workmentioning

confidence: 99%

“…Ito and others stress that out-of-school learning experiences are particularly important for reinforcing concepts from school and that informal learning is key to a well-rounded learning ecology [7,9,57]. Various programs have explored this theoretical positioning, based in sociocultural learning theory, to examine how best to support learners across their various settings [4,5,9,30]. Additionally, scholars have examined the specific role of space and place and how they connect to learning and youth experiences [9,10], as well as how, when, and where youth interact with technologies, media, and sociotechnical systems in their daily routines, referred to as their daily media rounds [84,86].…”

Section: Connecting Learning With Social Technologiesmentioning

confidence: 99%

“…Researchers have found that connecting learning across settings such as school, afterschool, and home can be beneficial in developing interest and identity [4,57]. Designers of learning-related applications and systems have sought to incorporate social sharing aspects into these technologies to better scaffold cross-context connections and support learner identities [5,22].…”

Section: Introductionmentioning

confidence: 99%

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Connected Learning, Collapsed Contexts

Pitt

Bell

Boyd

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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Researchers and designers have incorporated social media affordances into learning technologies to engage young people and support personally relevant learning, but youth may reject these attempts because they do not meet user expectations. Through in-depth case studies, we explore the sociotechnical ecosystems of six teens (ages 15-18) working at a science center that had recently introduced a digital badge system to track and recognize their learning. By analyzing interviews, observations, ecological momentary assessments, and system data, we examined tensions in how badges as connected learning technologies operate in teens' sociotechnical ecosystems.We found that, due to issues of unwanted context collapse and incongruent identity representations, youth only used certain affordances of the system and did so sporadically. Additionally, we noted that some features seemed to prioritize values of adult stakeholders over youth. Using badges as a lens, we reveal critical tensions and offer design recommendations for networked learning technologies.CCS CONCEPTS •Human-centered computing~Human computer interaction (HCI)~Empirical studies in HCI•Social and professional topics~User characteristics~Age~Adolescents

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“…For example, the Computer-Supported Collaborative Learning (CSCL) community often takes a more qualitative approach to observing learning as a phenomenon. Recent CSCL-related work at CHI have investigated families jointly engaging in computer programming [2] and designing sociotechnical systems to facilitate learning across neighborhoods [1].…”

Section: Cross-disciplinary Perspectives On Learningmentioning

confidence: 99%

Learning, Education, and HCI

Xie

Harpstead

DiSalvo

et al. 2019

Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems

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In this SIG, we propose a gathering of researchers and practitioners thinking about HCI in learning and educational contexts to foster an ongoing Learning and Education community at CHI. With the recent increase in CHI submissions relating to learning (40% more submissions than previous CHI), this SIG is an opportunity to foster an inclusive dialogue on designing and studying phenomena, tools, and processes related to learning and education. This SIG will bring together researchers, educators, and practitioners with three goals in mind: (1) discussing more inclusive cross-disciplinary perspectives on learning; (2) defining future directions and standards for learning and education contributions in CHI; and (3) building community across research/practice boundaries.

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Science Everywhere

Cited by 24 publications

References 36 publications

The Kids Are / Not / Sort of All Right*

The Kids Are / Not / Sort of All Right*

Connected Learning, Collapsed Contexts

Learning, Education, and HCI

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