國立虎尾科技大學 |

Stickers Conveying Youth Interests : = How Youth Use Stickers for Meaning Making.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Stickers Conveying Youth Interests :/
Reminder of title:	How Youth Use Stickers for Meaning Making.
Author:	Pauw, Daniel.
Description:	1 online resource (281 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
Contained By:	Dissertations Abstracts International85-04B.
Subject:	Design. -
Online resource:	click for full text (PQDT)
ISBN:	9798380587563

Stickers Conveying Youth Interests : = How Youth Use Stickers for Meaning Making.
Pauw, Daniel.

Stickers Conveying Youth Interests :How Youth Use Stickers for Meaning Making. - 1 online resource (281 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: B.

Thesis (Ph.D.)--University of Maryland, College Park, 2023.

Includes bibliographical references

While mobile technology has supported and enabled both formal and informal learning, there remain difficulties connecting learners' interests to places-based learning contexts. Place-based and affinity space learning frameworks are useful for understanding and scaffolding learning. Place-based learning looks at ways aspects of the local context/geographical context (e.g., plants, animals, stores, houses, etc.) can shape learning. Affinity spaces, as a learning theory, focuses on the interests and passion that motivate learners and communities. Bridging the interests from affinity spaces with the knowledge from lived environments can help scaffold learners to help them connect their learning to new contexts. Being able to connect learning in new contexts is an important step that currently is not thoroughly described between online interest spaces and place-based learning environments. Technological affordances of mobile technologies (e.g., cameras, apps, GPS, etc.) can provide tools to bridge gaps between learners' interests and lived environments. For example, the always on connection mobile phones have to the internet allows people to bring their interest communities to new places (e.g., telepresence robots). New technologies thus have great potential for connecting these interest and place-based aspects of children's lives to learning.My dissertation study explores how to help learners connect their interest-driven learning to everyday place-based learning using technology. An important aspect of this connection centers on how to effectively encourage new lines of communication between learning communities. The specific technology I used to encourage the development of learning communication is digital stickers. Digital stickers, much like their analog counterparts, are used by learners to communicate interests and, importantly, emotion with images. Unlike emoji or badges, stickers have the added affordance of allowing learners to collectively edit or contribute to a single image rather than being a more standard time-based conversation log. Placement, theme, recipient, and other factors provide the technology with the ability to impact and communicate emotional ties and potentially influence more enduring connections between place, interest, and learners. My dissertation specifically looks at (1) how members of the Science Everywhere informal learning community currently connect place and interest and (2) how the affordances and constraints of digital stickers impact usage of these stickers with respect to connecting and communicating learning interests. Analysis of this data examined factors that impact design of digital stickers or potential similar technologies when connecting interests from affinity spaces to place-based learning environments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380587563Subjects--Topical Terms:

595500
Design.
Subjects--Index Terms:

Human computer interactionIndex Terms--Genre/Form:

554714
Electronic books.

Stickers Conveying Youth Interests : = How Youth Use Stickers for Meaning Making.
LDR:04207ntm a22003977 4500 001 1142976
005 20240513061037.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380587563
035 $a (MiAaPQ)AAI30572652
035 $a AAI30572652
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Pauw, Daniel. $3 1467519
245 1 0 $a Stickers Conveying Youth Interests : $b How Youth Use Stickers for Meaning Making.
264 0 $c 2023
300 $a 1 online resource (281 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
500 $a Advisor: Clegg, Tamara.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2023.
504 $a Includes bibliographical references
520 $a While mobile technology has supported and enabled both formal and informal learning, there remain difficulties connecting learners' interests to places-based learning contexts. Place-based and affinity space learning frameworks are useful for understanding and scaffolding learning. Place-based learning looks at ways aspects of the local context/geographical context (e.g., plants, animals, stores, houses, etc.) can shape learning. Affinity spaces, as a learning theory, focuses on the interests and passion that motivate learners and communities. Bridging the interests from affinity spaces with the knowledge from lived environments can help scaffold learners to help them connect their learning to new contexts. Being able to connect learning in new contexts is an important step that currently is not thoroughly described between online interest spaces and place-based learning environments. Technological affordances of mobile technologies (e.g., cameras, apps, GPS, etc.) can provide tools to bridge gaps between learners' interests and lived environments. For example, the always on connection mobile phones have to the internet allows people to bring their interest communities to new places (e.g., telepresence robots). New technologies thus have great potential for connecting these interest and place-based aspects of children's lives to learning.My dissertation study explores how to help learners connect their interest-driven learning to everyday place-based learning using technology. An important aspect of this connection centers on how to effectively encourage new lines of communication between learning communities. The specific technology I used to encourage the development of learning communication is digital stickers. Digital stickers, much like their analog counterparts, are used by learners to communicate interests and, importantly, emotion with images. Unlike emoji or badges, stickers have the added affordance of allowing learners to collectively edit or contribute to a single image rather than being a more standard time-based conversation log. Placement, theme, recipient, and other factors provide the technology with the ability to impact and communicate emotional ties and potentially influence more enduring connections between place, interest, and learners. My dissertation specifically looks at (1) how members of the Science Everywhere informal learning community currently connect place and interest and (2) how the affordances and constraints of digital stickers impact usage of these stickers with respect to connecting and communicating learning interests. Analysis of this data examined factors that impact design of digital stickers or potential similar technologies when connecting interests from affinity spaces to place-based learning environments.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Design. $3 595500
650 4 $a Computer science. $3 573171
650 4 $a Information science. $3 561178
653 $a Human computer interaction
653 $a Informal learning
653 $a Youth learning
653 $a Mobile technology
653 $a Learning environments
655 7 $a Electronic books. $2 local $3 554714
690 $a 0389
690 $a 0984
690 $a 0723
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Library & Information Services. $3 1185305
773 0 $t Dissertations Abstracts International $g 85-04B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30572652 $z click for full text (PQDT)