Sense-making through Touch Interaction with a Picturebook App
Peer reviewed, Journal article
MetadataVis full innførsel
OriginalversjonBarnelitterært forskningstidsskrift. 2019, 10 1-12. 10.18261/issn.2000-7493-2019-01-02
Many picturebooks are published today as software applications (apps) for touch devices, presenting many opportunities for sensory experiences and interaction. A person’s sense-making is embodied (or grounded) in sensory experiences and interactions, so these new technological opportunities will impact how they physically engage with and make sense of a picturebook app. However, few studies have examined touch and physical interaction with digital devices, a lacuna that is problematic in the digital age. This article poses the research question: How is touch interaction with a picturebook app facilitating or limiting sense-making? The conceptual framework for discussing this question embraces sensing, sense-making, and interaction. Two potential core paradoxes concerning digital touch devices and picturebook apps are introduced: a paradox of materiality and a paradox of interactivity. The award-winning picturebook app, Wuwu & Co., was studied through an in-depth explorative inquiry supported with diary questions. The inquiry identified several examples of how the picturebook app facilitated sense-making, including how its virtual materiality evoked past experiences of physical materials, how it evoked empathy in the researcher, and how the story could evoke particular reactions and emotions in the researcher. The inquiry identified limitations in the app related to possibilities of exploring, predetermined possibilities of acting, and how the device influenced sensory perception. The study indicates that the app provides rich opportunities for cooperation; however, this cooperation extends only to co-option, not to co-creation. These findings are useful for future users, facilitators, and those involved in future app development, because it suggests limitations in the medium and improvements that could enhance sense-making through active, co-creating, touch interaction.
Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse-Ikkekommersiell 4.0 Internasjonal
Viser innførsler beslektet ved tittel, forfatter og emneord.
Vesin, Boban; Mangaroska, Katerina; Giannakos, Michail (Journal article; Peer reviewed, 2018)The complexity of today’s learning processes and practices entails various challenges. It is becoming much harder for teachers to observe, control, and adjust the learning process. Moreover, contemporary teaching is enhanced ...
Nursing Students' Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies Berntsen, Karin; Bjørk, Ida Torunn; Brynildsen, Grethe (Journal article; Peer reviewed, 2017)Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students’ career choices. ...
Novel ensembles of deep learning neural network and statistical learning for flash-flood susceptibility mapping Costache, Romulus; Ngo, Phuong Thao Thi; Tien Bui, Dieu (Peer reviewed; Journal article, 2020)This study aimed to assess flash-flood susceptibility using a new hybridization approach of Deep Neural Network (DNN), Analytical Hierarchy Process (AHP), and Frequency Ratio (FR). A catchment area in south-eastern Romania ...