Episodes of off-task play with maker materials caused temporal fragmentation of groups' joint attention on the learning challenge¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' uses of laser pens for play redirected attention away from the challenge and fragmented joint activity during making. → 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

Observation from the episode analysis of the boys' group in Episode 1: when Alex pointed the laser pen at a visiting student's face and the video camera lens, the article reports "temporal fragmentation of the joint activity". Peer disruptions also interrupted corridor work, though the boys refocused. A qualitative episode-level finding with no effect-size measure.

"instead of mediating and coordinating joint attention and engagement in carrying out the learning challenge, the students'uses of the laser pens caused temporal fragmentation of the joint activity."

Discussion¶

Related Claims¶

• NGI did not appear to divert students from learning objectives; attention momentarily shifted but quickly returned to gameplay — reports the opposite
• A mandated mid-project 3D digital-modeling task interrupted the teams' engineering-based knowledge-creation activities — related
• Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour — related
• Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space — related