ABSTRACT

Background

In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology.

Methods

Our research questions centered on identifying (RQ1) the types of problems that require students’ collective regulation, . Our population included learners aged 8-12 enrolled in a play-based after school HCI design club. Using micro-analytic techniques, we examined the HCI design processes of four teams over nine sessions and four learners over two years.

Findings

We identified the most common problems students encountered, how regulation and negotiation played out across different levels of analysis, what types of learning occurred as participants worked to improve collaborative processes over time, and the role that technology played in the process.

Contribution

We end the paper by proposing a model of how nested collective knowledge building processes evolve over time and discuss the implications of our findings for K-12 HCI education.

中文翻译：

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超越个人：整个学习生态系统中社会情感实践的监管和谈判

摘要

背景

在本文中，我们扩展了群体认知和监管理论，以研究监管如何作为学习生态系统的一部分发生。我们研究了我们的教学方法“嵌入式设计”，该方法使用人机交互（HCI）作为学生理解社会技术世界以及人们围绕技术设计日常交互的方式的渠道。

方法

我们的研究问题集中于识别（RQ1）需要学生集体调节的问题类型。我们的人群包括参加基于游戏的课后 HCI 设计俱乐部的 8 至 12 岁学习者。使用微观分析技术，我们检查了四个团队在九个会议中和四名学习者在两年内的人机交互设计流程。

发现

我们确定了学生遇到的最常见问题、监管和谈判如何在不同层次的分析中发挥作用、参与者随着时间的推移努力改进协作流程时发生了哪些类型的学习，以及技术在该过程中发挥的作用。

贡献

我们在论文的最后提出了一个嵌套集体知识构建过程如何随时间演变的模型，并讨论了我们的研究结果对 K-12 HCI 教育的影响。