A1 Journal article (refereed)
Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies (2023)


Lehtonen, D., Joutsenlahti, J., & Perkkilä, P. (2023). Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies. Multimodal Technologies and Interaction, 7(1), 6. https://doi.org/10.3390/mti7010006


JYU authors or editors


Publication details

All authors or editorsLehtonen, Daranee; Joutsenlahti, Jorma; Perkkilä, Päivi

Journal or seriesMultimodal Technologies and Interaction

eISSN2414-4088

Publication year2023

Publication date11/01/2023

Volume7

Issue number1

Pages range6

PublisherMDPI AG

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.3390/mti7010006

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/85142


Abstract

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible technologies can enhance students’ multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students’ multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students’ multimodal communication and peer interaction.


Keywordsinteractionteaching and instructioncommunicationlearning environmentschool childreneducational technology

Free keywordsmathematics classroom; tangible user interface; multimodal communication; peer interaction; computer-supported collaborative learning; equation solving; primary school


Contributing organizations


Ministry reportingYes

Reporting Year2023

JUFO rating1


Last updated on 2024-15-06 at 20:25