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Non-formal Learning through Ludic Engagement within Interactive Environments

Petersson, Eva LU (2006)
Abstract (Swedish)
Popular Abstract in Swedish

Interaktiva miljöer erbjuder en märkbar utvecklingmöjlighet när det gäller bl.a. anpassningsmöjlighet samt uppmuntran till handling och interaktion. Fysisk träning och terapi för barn med funktionshinder är ofta varaktig, tröttsam och långtråkig genom att vara repetitiv - och detta är ofta fallet för både barnet och terapeuten.



Idag finns emellertid mycket begränsade kunskaper om hur möjliggörande (empowering) teknologi påverkar användarens kommunikation och lärande.



Målsättningen med denna avhandling är tvåfaldig: dels att bridra till att öka förståelsen av handling och interaktion i det lärande som är involverat när människor med olika färdigheter använder... (More)
Popular Abstract in Swedish

Interaktiva miljöer erbjuder en märkbar utvecklingmöjlighet när det gäller bl.a. anpassningsmöjlighet samt uppmuntran till handling och interaktion. Fysisk träning och terapi för barn med funktionshinder är ofta varaktig, tröttsam och långtråkig genom att vara repetitiv - och detta är ofta fallet för både barnet och terapeuten.



Idag finns emellertid mycket begränsade kunskaper om hur möjliggörande (empowering) teknologi påverkar användarens kommunikation och lärande.



Målsättningen med denna avhandling är tvåfaldig: dels att bridra till att öka förståelsen av handling och interaktion i det lärande som är involverat när människor med olika färdigheter använder interaktiva miljöer samt dels att vidga forskningsfältet genom att visa på generaliseringar för icke-formellt lärande i interaktiva miljöer.



Avhandlingen består av sju studier som analyserar olika aspekter av handling och interaktion i interaktiva miljöer. Den första studien undersökte olika gränssnitt relaterade till hur de uppmuntrar och stöder barns handlingar och engagemang i aktiviteter. Den andra studien undersökte terapeutens roll som möjliggörare och skapare av förutsättningar för deltagande och deltagandets relation till motivation. Den tredje studien testade på vilket sätt sensorteknologi var en möjlighet för användaren i dennes kontroll av multimedia feedback. Den fjärde studien är en meta-analys vilken undersökte effekterna av användandet av interaktiva miljöer i rehabilitering. I den femte studien undersöktes huruvida individer med funktionshinder, i den interaktiva miljön, gavs möjligheter till kontroll av den soniska interaktionen. Den sjätte studien utforskade hur barn med svåra funktionshinder använde ett robotljus system för interaktiv lek. Barnets ansiktsuttryck, hand- och huvudrörelser, vilka var synkroniserade till robotkontroll var studiens analysenhet. Den sjunde studien undersökte barns rörelser när de handlade, reagerade och interagerade i en 'game-play' aktivitet.



De sju studierna bidrar till att öka förståelsen av icke-formella lärande- och designaspekter i interaktiva miljöer genom lekfullt engagemang som målsättning för rehabilitering. (Less)
Abstract
daptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition - and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users' communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by... (More)
daptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition - and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users' communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.



The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children's actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child's facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children's dynamic movements when acting, reacting, and interacting in a gameplaying activity.



The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Prof. Ellis, Phil, University of Sunderland, England
organization
publishing date
type
Thesis
publication status
published
subject
keywords
didaktik, Pedagogik, Pedagogy and didactics, sensorteknologi, rehabilitering, intuitiv interaktion, interaktiva miljöer, interaktiv lek, icke-formellt lärande, handling, fallstudier, Aktivitet, sensor technology, rehabilitation, non-intrusive interface, non-formal learning, intuitive interaction, interactive play, interactive environments, case studies, Action, activity
pages
251 pages
publisher
Holmbergs
defense location
Sal D 138, Lärarutbildningen i Malmö, Nordenskiöldsgatan 10
defense date
2006-10-27 13:15
ISBN
91-85042-22-6
language
English
LU publication?
yes
id
18f0fbfd-2ce2-4b52-9322-10c8561f7fef (old id 547381)
date added to LUP
2007-09-11 11:18:58
date last changed
2016-09-19 08:45:13
@phdthesis{18f0fbfd-2ce2-4b52-9322-10c8561f7fef,
  abstract     = {daptive responsive environments that encourage interaction for children with severe disabilities offer a distinct potential for play and learning in rehabilitation. Physical training and therapy for these children is often enduring, tedious, and boring through repetition - and this is often the case for both the child and the facilitator/therapist. Despite this, little is yet known about how the utilization of empowering technology influences the users' communication and learning. The aim of this thesis is twofold: to contribute to the understanding of the role of action and interaction in the learning involved when people with different abilities are using interactive environments, and to make a contribution to the research field by concluding at tentative generalizations on design for non-formal learning in interactive environments.<br/><br>
<br/><br>
The thesis consists of seven studies which analyze different aspects of action and interaction in interactive environments. The first study investigated different interfaces relative to how they encouraged and supported the children's actions and engagement in activities. The second study investigated the role of the facilitator in creating conditions for participation and its relationship to motivation. The third study tested the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of user abilities. The fourth study is a meta-analysis which further investigated the effects of using interactive environments in rehabilitation. The fifth study explored the potentials of interactive environments for people with special needs who were empowered within a volumetric non-invasive interface to actively experience gestural control of sonic events. The sixth study explored how children with severe disabilities used a robotic light system for interactive play. The child's facial expressions, hand, and head movements, which were synchronous to the robotic device control were the basic unit of analysis. The seventh study investigated children's dynamic movements when acting, reacting, and interacting in a gameplaying activity.<br/><br>
<br/><br>
The seven studies contribute towards an understanding of the encapsulation of learning and design aspects relative to the use of interactive environments in rehabilitation targeting non-formal learning through ludic engagement.},
  author       = {Petersson, Eva},
  isbn         = {91-85042-22-6},
  keyword      = {didaktik,Pedagogik,Pedagogy and didactics,sensorteknologi,rehabilitering,intuitiv interaktion,interaktiva miljöer,interaktiv lek,icke-formellt lärande,handling,fallstudier,Aktivitet,sensor technology,rehabilitation,non-intrusive interface,non-formal learning,intuitive interaction,interactive play,interactive environments,case studies,Action,activity},
  language     = {eng},
  pages        = {251},
  publisher    = {Holmbergs},
  school       = {Lund University},
  title        = {Non-formal Learning through Ludic Engagement within Interactive Environments},
  year         = {2006},
}