Opportunistic Uses of the Traditional School Day Through Student Examination of Fitbit Activity Tracker Data

In large part due to the highly prescribed nature of the typical school day for children, efforts to design new interactions with technology have often focused on less-structured after-school clubs and other out-of-school environments. We argue that while the school day imposes serious restrictions, school routines can and should be opportunistically leveraged by designers and by youth. Specifically, wearable activity tracking devices open some new avenues for opportunistic collection of and reflection on data from the school day. To demonstrate this, we present two cases from an elementary statistics classroom unit we designed that intentionally integrated wearable activity trackers and childcreated data visualizations. The first case involves a group of students comparing favored recess activities to determine which was more physically demanding. The second case is of a student who took advantage of her knowledge of teachers’ school day routines to test the reliability of a Fitbit activity tracker against a commercial mobile app

Knowing and Throwing Mudballs, Hearts, Pies, and Flowers: A Connective Ethnography of Gaming Practices

Little is known concerning how young players learn to participate in various activities in virtual worlds. We use a new integrative approach called connective ethnography that focuses on how a gaming practice spread across a network of youth at an after school club that simultaneously participated in a virtual world, Whyville.net. To trace youth participation in online and offline social contexts, we draw on multiple sources of information: observations, interviews, videos, online tracking and chat data, and hundreds of hours of play in Whyville ourselves. One gaming practice – the throwing of projectiles and its social uses and nuances – became the focal point of our analyses. The discussions address the methodological challenges underlying the synthesis of diverse types of data that allowed us to follow youth across multiple spaces as well as initial insights into how this practice was used to negotiate relationships in multiple spaces through play

A Connective Ethnography of Peer Knowledge Sharing and Diffusion in a Tween Virtual World

Prior studies have shown how knowledge diffusion occurs in classrooms and structured small groups around assigned tasks yet have not begun to account for widespread knowledge sharing in more native, unstructured group settings found in online games and virtual worlds. In this paper, we describe and analyze how an insider gaming practice spread across a group of tween players ages 9–12 years in an after-school gaming club that simultaneously participated in a virtual world called Whyville.net. In order to understand how this practice proliferated, we followed the club members as they interacted with each other and members of the virtual world at large. Employing connective ethnography to trace the movements in learning and teaching this practice, we coordinated data records from videos, tracking data, field notes, and interviews. We found that club members took advantage of the different spaces, people, and times available to them across Whyville, the club, and even home and classroom spaces. By using an insider gaming practice, namely teleporting, rather than the more traditional individual person as our analytical lens, we were able to examine knowledge sharing and diffusion across the gaming spaces, including events in local small groups as well as encounters in the virtual world. In the discussion, we address methodological issues and design implications of our findings

Collaborative Agency in Youth Online and Offline Creative Production in Scratch

Few studies have focused on how youth develop agency to organize and participate in online unstructured creative collaborations. This paper describes and analyzes how youth programmers organized collaborative groups in response to a programming “Collab Challenge” in the Scratch Online Community and in an accompanying workshop with high school students. The analyses focused on modalities of online collaborations, determined the breadth of online participation, and examined local teens’ awareness of the online community. The discussion addresses youth’s collaborative agency in these new networked contexts, studied the role that online social awareness plays in completing tasks and makes recommendations for the support of online programming communities

An Army of Me: Sockpuppets in Online Discussion Communities

In online discussion communities, users can interact and share information and opinions on a wide variety of topics. However, some users may create multiple identities, or sockpuppets, and engage in undesired behavior by deceiving others or manipulating discussions. In this work, we study sockpuppetry across nine discussion communities, and show that sockpuppets differ from ordinary users in terms of their posting behavior, linguistic traits, as well as social network structure. Sockpuppets tend to start fewer discussions, write shorter posts, use more personal pronouns such as "I", and have more clustered ego-networks. Further, pairs of sockpuppets controlled by the same individual are more likely to interact on the same discussion at the same time than pairs of ordinary users. Our analysis suggests a taxonomy of deceptive behavior in discussion communities. Pairs of sockpuppets can vary in their deceptiveness, i.e., whether they pretend to be different users, or their supportiveness, i.e., if they support arguments of other sockpuppets controlled by the same user. We apply these findings to a series of prediction tasks, notably, to identify whether a pair of accounts belongs to the same underlying user or not. Altogether, this work presents a data-driven view of deception in online discussion communities and paves the way towards the automatic detection of sockpuppets.Comment: 26th International World Wide Web conference 2017 (WWW 2017

Effects of a group-based lifestyle medicine for depression : a pilot randomized controlled trial

Given the growing evidence that a range of lifestyle factors are involved in the etiology of depression, a ‘lifestyle medicine’ approach can be potentially safe and cost-effective to prevent or treat depression. To examine the effects and acceptability of a group-based, integrative lifestyle medicine intervention as a standalone treatment for managing depressive symptoms, a pilot randomized controlled trial (RCT) was conducted in a Chinese adult population in 2018. Participants (n = 31) with PHQ-9 score above the cut-off of ≥ 10, which was indicative of moderate to severe depression, were recruited from the general community in Hong Kong and randomly assigned to lifestyle medicine group (LM group) or care-as-usual group (CAU group) in a ratio of 1:1. Participants in the LM group received 2-hour group sessions once per week for six consecutive weeks, which covered diet, exercise, mindfulness, psychoeducation, and sleep management. Linear mixed-effects model analyses showed that the LM group had a significant reduction in PHQ-9 scores compared to the CAU group at immediate posttreatment and 12-week posttreatment follow-up (d = 0.69 and 0.73, respectively). Moreover, there were significantly greater improvements in anxiety, stress, and insomnia symptoms (measured by DASS-21 and ISI) at all time points in the LM group (d = 0.42–1.16). The results suggests that our 6-week group-based, integrative lifestyle intervention program is effective in lowering depressive, anxiety, stress, and insomnia symptoms in the Chinese population. Further studies in clinical populations with a larger sample size and longer follow-up are warranted

Endogenous fantasy and learning in digital games.

Many people believe that educational games are effective because they motivate children to actively engage in a learning activity as part of playing the game. However, seminal work by Malone (1981), exploring the motivational aspects of digital games, concluded that the educational effectiveness of a digital game depends on the way in which learning content is integrated into the fantasy context of the game. In particular, he claimed that content which is intrinsically related to the fantasy will produce better learning than that which is merely extrinsically related. However, this distinction between intrinsic and extrinsic (or endogenous and exogenous) fantasy is a concept that has developed a confused standing over the following years. This paper will address this confusion by providing a review and critique of the empirical and theoretical foundations of endogenous fantasy, and its relevance to creating educational digital games. Substantial concerns are raised about the empirical basis of this work and a theoretical critique of endogenous fantasy is offered, concluding that endogenous fantasy is a misnomer, in so far as the "integral and continuing relationship" of fantasy cannot be justified as a critical means of improving the effectiveness of educational digital games. An alternative perspective on the intrinsic integration of learning content is described, incorporating game mechanics, flow and representations

Design approaches in technology enhanced learning

Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists

Coding by Choice: A Transitional Analysis of Social Participation Patterns and Programming Contributions in the Online Scratch Community

While massive online communities have drawn the attention of researchers and educators on their potential to support active collaborative work, knowledge sharing, and user-generated content, few studies examine participation in these communities at scale. The little research that does exist attends almost solely to adults rather than communities to support youths’ learning and identity development. In this chapter, we tackle two challenges related to understanding social practices that support learning in massive social networking forums where users engage in design. We examined a youth programmer community, called Scratch.mit.edu, that garners the voluntary participation of millions of young people worldwide. We report on site-wide distributions and patterns of participation that illuminate the relevance of different online social practices to ongoing involvement in the online community. Drawing on a random sample of more than 5000 active users of Scratch.mit.edu over a 3-month time period in early 2012, we examine log files that captured the frequency of three types of social practices that contribute to enduring participation: DIY participatory activities, socially supportive actions, and socially engaging interactions. Using latent transition analysis, we found (1) distinct patterns of participation (classes) across three time points (e.g., high networkers who are generally active, commenters who focus mainly on social participation, downloaders engaging in DIY participatory activities), (2) unique migration changes in class membership across time, (3) relatively equal gender representation across these classes, and (4) importance of membership length (or age) in terms of class memberships. In the discussion, we review our approach to analysis and outline implications for the design and study of online communities and tools for youth