short-paper

Using social media and learning analytics to understand how children engage in scientific inquiry

Authors:

June Ahn,

Michael Gubbels,

Jason Yip,

Elizabeth Bonsignore,

Tamara CleggAuthors Info & Claims

IDC '13: Proceedings of the 12th International Conference on Interaction Design and Children

Pages 427 - 430

https://doi.org/10.1145/2485760.2485805

Published: 24 June 2013 Publication History

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Abstract

Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.

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Cited By

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Jungselius B(2024)A scoping review of current research on social media use among children and adolescentsDiscover Psychology10.1007/s44202-024-00226-24:1Online publication date: 12-Sep-2024
https://doi.org/10.1007/s44202-024-00226-2
Zimmerman HLand S(2022)Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoorsInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-022-09366-w17:1(107-134)Online publication date: 6-Apr-2022
https://doi.org/10.1007/s11412-022-09366-w
Won SEvans MHuang L(2015)Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking siteLearning, Media and Technology10.1080/17439884.2015.111916142:3(331-356)Online publication date: 29-Dec-2015
https://doi.org/10.1080/17439884.2015.1119161

Index Terms

Using social media and learning analytics to understand how children engage in scientific inquiry
1. Human-centered computing

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Information & Contributors

Information

Published In

IDC '13: Proceedings of the 12th International Conference on Interaction Design and Children

June 2013

687 pages

ISBN:9781450319188

DOI:10.1145/2485760

Co-chair:
Juan Pablo Hourcade
University of Iowa
,
Conference Chairs:
Nitin Sawhney
The New School
,
Emily Reardon
Sesame Workshop

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 June 2013

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IDC '13

Sponsor:

The New School
ACM
Sesame Workshop

IDC '13: Interaction Design and Children 2013

June 24 - 27, 2013

New York, New York, USA

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Overall Acceptance Rate 172 of 578 submissions, 30%

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IDC '25

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June 23 - 26, 2025

Reykjavik , Iceland

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Cited By

View all

Jungselius B(2024)A scoping review of current research on social media use among children and adolescentsDiscover Psychology10.1007/s44202-024-00226-24:1Online publication date: 12-Sep-2024
https://doi.org/10.1007/s44202-024-00226-2
Zimmerman HLand S(2022)Supporting children’s place-based observations and explanations using collaboration scripts while learning-on-the-move outdoorsInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-022-09366-w17:1(107-134)Online publication date: 6-Apr-2022
https://doi.org/10.1007/s11412-022-09366-w
Won SEvans MHuang L(2015)Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking siteLearning, Media and Technology10.1080/17439884.2015.111916142:3(331-356)Online publication date: 29-Dec-2015
https://doi.org/10.1080/17439884.2015.1119161
Yip JAhn JClegg TBonsignore EPauw DGubbels MThomsen BElbæk LIversen OMarkopoulos PGarzotto FDindler C(2014)"It helped me do my science."Proceedings of the 2014 conference on Interaction design and children10.1145/2593968.2593969(155-164)Online publication date: 17-Jun-2014
https://dl.acm.org/doi/10.1145/2593968.2593969

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Recommendations

Designing to illuminate children's scientific funds of knowledge through social media sharing

Learning analytics for the social media age

Children's risk and benefit behaviours on social networking sites