"The Magic of Science:" Beyond Action, a Case Study on Learning Through Socioenaction

  • Emanuel Felipe Duarte UNICAMP
  • Vanessa Maike UNICAMP
  • Yusseli Lizeth Méndez Mendoza UNICAMP
  • Camilla Brennand UNICAMP
  • M. Cecília Baranauskas UNICAMP

Resumo


Recent advances in Human-Computer Interaction (HCI) can significantly affect technology-enhanced educational contexts. Our evolving relationship technology is a challenging topic of investigation, but alternative theories to cognition and socially aware empirical studies can shed light on the subject. In this paper, we explore "The Magic of Science" workshop, conducted in an educational museum context. With a background on learning through action and enactivism, our objective is to observe how people can individually and socially experience pervasive digital technology in educational contexts. Our study included 15 participant children and adolescents, who explored an exhibit of three interactive artworks and then built an interactive artifact from scratch during the workshop. We observed how these interactions took place and collected feedback on the experience of the workshop. Our results indicate that new ways of interacting with pervasive technologies allow us to expand the concept of learning through action, towards learning through socioenaction.

Referências

Bradley, M. M. and Lang, P. J. (1994). Measuring emotion: The self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1):49 – 59.

Bruner, J. S. (1964). The course of cognitive growth. American psychologist, 19(1):1.

Dewey, J. (1896). The reflex arc concept in psychology. Psychol. Rev, 3(4):357–370.

Dourish, P. (2001). Where the Action is: The Foundations of Embodied Interaction. MIT Press, Cambridge, MA, USA.

Duarte, E. F. and Baranauskas, M. C. C. (2018). Interart: Learning human-computer interaction through the making of interactive art. In Kurosu, M., editor, Human-Computer Interaction. Theories, Methods, and Human Issues, pages 35–54, Cham. Springer.

Duarte, E. F., Maike, V. R. M. L., and Baranauskas, M. C. C. (2018). “Maned wolf in the museum”: a case study on learning through action. In Anais do XXIV Workshop de Informática na Escola (WIE 2018). Sociedade Brasileira de Computação (SBC).

Duarte, E. F., Maike, V. R. M. L., Mendoza, Y. L. M., de Lima Tenório, C. V., and Baranauskas, M. C. C. (2019). A hands-on experience with interactive art within a museum scenario. Technical Report IC-19-03, Institute of Computing (IC), University of Campinas (Unicamp).

Francis, K., Khan, S., and Davis, B. (2016). Enactivism, spatial reasoning and coding. Digital Experiences in Mathematics Education, 2(1):1–20.

Glaser, B. G., Strauss, A. L., and Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing Research, 17(4).

Hassenzahl, M., Burmester, M., and Koller, F. (2003). Attrakdiff: Ein fragebogen zur messung wahrgenommener hedonischer und pragmatischer qualität. In Szwillus, G. and Ziegler, J., editors, Mensch & Computer 2003: Interaktion in Bewegung, pages 187–196, Wiesbaden. Vieweg+Teubner Verlag.

Hayashi, E. C. S., Posada, J. E. G., Maike, V. R. M. L., and Baranauskas, M. C. C. (2016). Exploring new formats of the self-assessment manikin in the design with children. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, IHC ’16, pages 27:1–27:10, New York, NY, USA. ACM.

Heidegger, M. (1962). Being and time. SCM Press, London, UK.

Ishii, H. and Ullmer, B. (1997). Tangible bits: Towards seamless interfaces between people, bits and atoms. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems, CHI ’97, pages 234–241, New York, NY, USA. ACM.

Kaipainen, M., Ravaja, N., Tikka, P., Vuori, R., Pugliese, R., Rapino, M., and Takala, T. (2011). Enactive systems and enactive media: Embodied human-machine coupling beyond interfaces. Leonardo, 44(5):433–438.

Panaggio, B. and Baranauskas, M. C. (2017). Explorando as possibilidades do sphero em um ambiente educacional. In Anais do XXIII Workshop de Informática na Escola (WIE 2017). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC).

Varela, F. J., Thompson, E., and Rosch, E. (1993). The Embodied Mind: Cognitive Science and Human Experience. Cognitive science: Philosophy, psychology. MIT Press, Cambridge, Massachusetts, United States.

Weiser, M. (1991). The computer for the 21st century. Scientific American, 265(3):94–104.
Publicado
11/11/2019
Como Citar

Selecione um Formato
DUARTE, Emanuel Felipe; MAIKE, Vanessa; MENDOZA, Yusseli Lizeth Méndez; BRENNAND, Camilla; BARANAUSKAS, M. Cecília. "The Magic of Science:" Beyond Action, a Case Study on Learning Through Socioenaction. In: WORKSHOP DE INFORMÁTICA NA ESCOLA, 25. , 2019, Brasília. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2019 . p. 501-510. DOI: https://doi.org/10.5753/cbie.wie.2019.501.