TY - GEN
T1 - Using social media and learning analytics to understand how children engage in scientific inquiry
AU - Ahn, June
AU - Gubbels, Michael
AU - Yip, Jason
AU - Bonsignore, Elizabeth
AU - Clegg, Tamara
N1 - Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013
Y1 - 2013
N2 - Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.
AB - Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.
KW - Children
KW - Learning Analytics
KW - Science Learning
KW - Social Media
UR - http://www.scopus.com/inward/record.url?scp=84880568982&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84880568982&partnerID=8YFLogxK
U2 - 10.1145/2485760.2485805
DO - 10.1145/2485760.2485805
M3 - Conference contribution
AN - SCOPUS:84880568982
SN - 9781450319188
T3 - ACM International Conference Proceeding Series
SP - 427
EP - 430
BT - Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children
T2 - 12th International Conference on Interaction Design and Children, IDC 2013
Y2 - 24 June 2013 through 27 June 2013
ER -