From an experimental paper to a playful screen : How the essence of materiality modulates the process of creation

The article seeks to develop a better understanding of the contribution of materiality in a discourse between a creator (content producer) and an interface, dealing with analogue and digital artefacts. Focus is in the materiality of the two different art-creation learning processes, acrylic painting and digital painting. The objective of this paper is to consider especially the affect and meaning of these two different content creation modalities and intra-action within that. Through reflective autoethnographic consideration, the purpose is to consider the essences of materials manifesting and modulating the processes of content creation as a posthumanist phenomenon. It will be shown that the creation processes with paper are more experimental whereas the processes with digital screen are more playful. There is a growing need to deeper understand the cultural change of material cultures and the people's intra-action with the materials also enabling arts creation. This paper will widen our limited understanding and deepen our theoretical perspectives of the essence of materials which then avails confronting analogue and digital when developing teaching and learning in the posthuman era especially in early education. Practitioner Notes What is already known about this topic There is a growing interest in the new materialism and posthuman thinking amongst educational technology research and development. Reading analogue versus digital is well-documented. What this paper adds New materialist thinking offers a useful perspective in education for looking at the essence of analogue and digital materiality modulating content creation. Characterising the nuances in analogue and digital production can help in evaluating their educational potential. Implications for practice and/or policy As practitioners we should critically question the political vision of education digitalisation especially concerning early childhood education. There is a need to move beyond debates about analogue versus digital to look at more specific examples of their advantages (and disadvantages) in developing posthumanist education and intra-active pedagogy especially for young children.Peer reviewe

Exploring virtual rewards in real life

Leading companies in the wearables market have introduced different virtual reward systems to their products and services to increase user engagement and enhance playfulness. While existing studies report mixed views on the effectiveness of virtual rewards offered by activity trackers, we still have a limited understanding of people's lived experiences with virtual reward systems. A four-month diary-based autoethnography reflecting on the use of three popular activity trackers (i.e.,Fitbit, Apple Watch, and Google Fit) and their associated virtual reward systems, plus an online survey with 113 current users of the same activity trackers were conducted. Results provide rich insights into how users interact with virtual rewards in real-life, and how these impact people's engagement in physical exercise. A set of considerations to design user-centric virtual reward systems that provide more meaningful experiences to activity-tracker users are derived.Peer reviewe