Interfaces of social psychology with situated and embodied cognition
Cognitive Systems Research
Beyond imprisonment of meaning: Technology facilitating redefining
Computers in Human Behavior
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In this paper, we argue that co-constructive activities of learners are not solely confined to the problem at hand or to the process of collaboration, but that they are also directed at the pre-defined structural features of the tool. Although these features are defined in advance, they become meaningful in interaction. Learners re-construct these structures in activity through a process of appropriation during which 'new' structures emerge that guide the collaborative learning activities. It is hypothesized that the learner-external artefact interactions may be an additional source for modelling problem-solving discussions. We will support our line of reasoning with observations of computer mediated interactions from a study that we carried out in a real-life classroom setting.