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The dynamic of being: awareness of the body for a liberated voice
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In: https://hal.archives-ouvertes.fr/hal-02883936 ; 2020 (2020)
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Mathematical modelling in probability at the secondary-tertiary transition, example of biological sciences students at university
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113847 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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Educational Virtual World as screen based uses of the senses: implications of body configurations
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In: IMPEC Screens Multimodal Interactions ; https://hal.archives-ouvertes.fr/hal-03102747 ; IMPEC Screens Multimodal Interactions, Laboratoire ICAR : Interactions, Corpus, Apprentissages, Représentations UMR 5191 CNRS • ENS de Lyon • Université Lyon 2, Jul 2020, Lyon, France ; https://impec.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en (2020)
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Abstract:
International audience ; The analytical framework of this paper draws on the iterative interaction of the complex arrangement of bodies and objects in physical and virtual settings using screens at school. Educational Virtual World (VW) is an active field in full evolution. The metaphor of incorporation (Galeja, 2011) allows us to avoid such a dichotomous relationship: it expresses the phenomenon of immersion or presence as an assimilation into the consciousness of the game world in a manner that is coextensive with our being in the physical world. This does not imply that the two are equal, but rather that the physical and the virtual are both aspects of what we perceive as real. Thus, the body becomes present in both the physical world and cyberspace: the interface adapts to the body and the body adapts to the interface. C. Goodwin (2000) writes that the notion of embodiment encompasses orientation, gesture, and intonation, among other physical aspects of interaction. The moment-to-moment arrangement of these various semiotic fields is called contextual configuration. This contextual configuration changes during the course of action: new semiotic fields can be brought in and old ones treated as irrelevant, adapting with the new proposals. With VW, the body becomes the main interface of interaction, manipulating the information available through senses. Incorporation into the VW is an experience of involving cognition, emotion, and imagery into a narrative (Granic et al., 2014).Hence, the paper focuses on the features of embodiment configurations when using the virtual world in the classroom. We aim to determine how the body and materiality enter into contextual configurations and gain their significance in relation to the physical and virtual setting , where screen based uses of the senses are focused on using avatars, a special spatial and temporal configuration of current reality.The methodology is applied in the context of a secondary school (students aged 11-15) adopting an educational immersive 3D virtual world. We conducted a participatory action research enabling us to undertake participant observation, collecting video-audio records supported by students focus group and teachers’ interviews. Specifically, we focus on a dataset consisting in five video recordings of teaching lessons (of about 45 minutes), one teacher interview (37.41 minutes) and a focus group with students (37.09 minutes). The five teaching sessions consist of: - Four sessions in the classroom with the use of VW concerning math, French, English and Italian, taking part in the Interdisciplinary and Language projects. The classroom is composed of 20-22 students (about 11-13 years old). All of them are very familiar with the VW. - One VW session in math from the "Homework done" project. The session involved 3-4 students (10-11 years old) guided by a teacher. We started by reviewing each video recording session closely to understand its structure and interactional ordering from the participants’ perspectives. For this, we repeated our searches in the data to find relevant clips based on the criteria above. We selected topical episodes [9] [13] to carry out a more detailed embodied interaction analysis, which was transcribed and qualitatively analyzed.Our results highlight the dynamic ways in which the arrangement of bodies and material acted as a mediational means between real and virtual settings. We highlight within these setting how senses are engaged and the limits it encounters to do it. In this paper, the use of the VW focuses more on incorporation – absorption and transportation – than on immersion. Players are productively bound to these virtual environments via the social and cultural codes that are designed into the scenario and incorporated through the role of avatars in screen based uses to the senses ; these codes are also acquired through the remediation practices of everyday life by the student.As didactic implications, adopting and integrating educational VW into the classroom requires the teacher to design teaching sessions that change traditional modalities to foster students engagement in learning. Sessions with VW must mobilize the curriculum content with the teacher’s creative scaffolding able to deal with incorporation to anchor screen based uses of the senses at school.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SHS.ANTHRO-SE]Humanities and Social Sciences/Social Anthropology and ethnology; [SHS.EDU]Humanities and Social Sciences/Education; [SHS.SOCIO]Humanities and Social Sciences/Sociology
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URL: https://hal.archives-ouvertes.fr/hal-03102747
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| 14 |
Impact of different types of revision materials on the learning of musculoskeletal techniques
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In: ISSN: 1746-0689 ; International Journal of Osteopathic Medicine ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-03040840 ; International Journal of Osteopathic Medicine, Elsevier, 2020, ⟨10.1016/j.ijosm.2020.08.003⟩ (2020)
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Teachers' and Student Teachers' Attitudes Towards Nature and the Environment - A Comparative Study Between Sweden and France
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In: ISSN: 0031-3831 ; EISSN: 1470-1170 ; Scandinavian Journal of Educational Research ; https://hal.archives-ouvertes.fr/hal-02435941 ; Scandinavian Journal of Educational Research, Taylor & Francis (Routledge), 2020, ⟨10.1080/00313831.2019.1649717⟩ (2020)
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Academic help seeking in lower secondary school students with ASD and ensuing teachers’ answers
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In: European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs) ; https://hal-inshea.archives-ouvertes.fr/hal-03152161 ; European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs), Aug 2020, Louvain, Belgium (2020)
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The flows and scales of language when doing explanations in (second language) mathematics classrooms
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970546 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC
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In: The International Review of Research in Open and Distributed Learning ; https://hal.archives-ouvertes.fr/hal-03035505 ; The International Review of Research in Open and Distributed Learning, 2020, 21 (4), pp.199-221. ⟨10.19173/irrodl.v21i4.4787⟩ (2020)
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Exploring undergraduate engineering students' competencies and attitudes towards mathematical problem-posing in integral calculus
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113968 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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