Setting conditions for learning: mediated play and socio-material dialogue

Authors:
Emanuela Marchetti;Eva Petersson Brooks
Affiliations:
Centre for Design, Learning and Innovation, Department of Learning and Philosophy, Aalborg University Esbjerg, Esbjerg, Denmark;Centre for Design, Learning and Innovation, Department of Architecture and Media Technology, Aalborg University Esbjerg, Esbjerg, Denmark
Venue:
DUXU'13 Proceedings of the Second international conference on Design, User Experience, and Usability: health, learning, playing, cultural, and cross-cultural user experience - Volume Part II
Year:
2013

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Abstract

This study discusses how mediated play support learners' understanding of abstract concepts, through ownership and expression of self. The studies, Design-Learn-Innovate and MicroCulture, are targeted to primary and high school pupils, and are respectively set in a secondary school and in an archaeological museum. The impact of a dialogic setting for learning, based upon mediated play and design activities, on pupils' understanding of abstract concepts as well as active participation to learning are investigated. Results from both studies show that mediated play and design based tasks can contribute to learning in formal and non-formal contexts by setting conditions for children to take possession of their learning process and of the concepts, exploring them through their senses and social interaction. As a result, children can achieve complex forms of understanding, which can be useful in future learning experiences.