Bridging school and home: students' engagement with technology-rich activities

ABSTRACT

This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.

References

1. Biswas, G., Schwartz, D., Leelawong, Vye, N., & TAG-V. (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, 363-392.
2. Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage Publications, Inc.
3. Suthers, D., Dwyer, N., Medina, R., & Vatrapu, R. (2007). A framework for analyzing interactional processes in online learning. American Educational Research Association (AERA).

Index Terms

• Applied computing

  • Education

  • Enterprise computing

• Human-centered computing

  • Collaborative and social computing

    • Collaborative and social computing systems and tools

  • Human computer interaction (HCI)

    • Interaction paradigms

      • Web-based interaction

• Information systems

  • Information retrieval

    • Search engine architectures and scalability

      • Peer-to-peer retrieval

  • World Wide Web

    • Web applications

    • Web searching and information discovery

    • Web services

• Social and professional topics

  • Computing / technology policy

    • Government technology policy