Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Discourse, digital and hands-on materials, embodied actions (gestures, postures), and the physical space and its arrangements mediated students' knowledge practices in the FUSE Studio. → Anu Kajamaa & Kristiina Kumpulainen 2020

Evidence¶

Anu Kajamaa & Kristiina Kumpulainen 2020¶

Anu Kajamaa & Kristiina Kumpulainen. (2020). Students' multimodal knowledge practices in a makerspace learning environment. International Journal of Computer-Supported Collaborative Learning (2020) 15:411–444. https://doi.org/10.1007/s11412-020-09337-z

q2 · i? · qualitative · r2

Qualitative video-based analysis of 350 min of transcribed video from two student groups working on FUSE STEAM challenges, using sociocultural discourse analysis complemented with multimodal interaction analysis. Findings show "the physical space with its arrangements mediated the students' knowledge practices" alongside talk, materials and embodied action. No quantitative effect sizes are reported.

"Our findings show how discourse, digital and other "hands on " materials, embodied actions, such as gestures and postures, and the physical space with its arrangements mediated the students' knowledge practices."

Discussion¶

Related Claims¶

• Cumulative, disputational, and exploratory talk types together mediated students' enactment of makerspace knowledge practices — a narrower finding that bears on this claim
• Students in a school-based makerspace enact four intertwined multimodal knowledge practices combining embodied action, talk, space and artifact use — a narrower finding that bears on this claim
• An adjacent corridor served as an improvised spatial expansion of the makerspace mediating students' knowledge practices — a narrower finding that bears on this claim
• Video dataset of 111 hours across one year underpins a 350-minute two-group episode analysis — related
• Embodied collaborative construction can build shared geometric reasoning — related
• Material arrangement of artifacts (strips centered and ordered by length, worksheets held close) affords and stabilizes the initial pattern of activity; later decentralization enables new patterns — a narrower finding that bears on this claim
• The physical stability of material artifacts such as stacked tickertape strips and worksheets stabilizes students' attention, action, and knowledge use — a narrower finding that bears on this claim
• Episodes of off-task play with maker materials caused temporal fragmentation of groups' joint attention on the learning challenge — related
• Students drew mainly on peers and materials rather than adults as resources for spatial reasoning, using other students in 44 percent of resource-use instances and adults in 9 percent — a narrower finding that bears on this claim