Engagement through Body Movements in Collaborative Learning
Eremina, Anna (2022)
2022
Master's Programme in Teacher Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2022-06-17
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202206105610
https://urn.fi/URN:NBN:fi:tuni-202206105610
Tiivistelmä
It is yet unexplored how learning engagement is embodied in collaborative learning (CL) during the period of adolescence. The theoretical framework of the present study was grounded in theories of embodied and behavioral engagement in learning (Uithol & Gallese, 2015; Sinatra, 2015). This research seeks to answer the questions of how upper-secondary students use body movements in their collaborative activities and how they manifest students' engagement and engage others in active participation.
To address these questions, 12 students aged 15-16 years old were divided into 3 groups and participated in a non-content-related collaborative task. The videotaped data was later transcribed and analyzed through qualitative content analysis, the basis of which is to use the ground of already existing theories and examine those theories in specific settings. Therefore, the study aimed to explore the demonstration of behavioral engagement through body movements and identify and understand the various types of verbal engagement during CL interactions.
Three main body movements were singled out (eye attention, gestures, and actions) and four categories of learning engagement (behavioral, socio-emotional, cognitive, and agentic). We identified that learning engagement was manifested and supported by actions towards materials (moving the stickers around the while board table, holding or even touching them) and gestures (in most cases – iconic and deictic ones). However, a few areas need further investigation, including manifestation of embodied cognition and demonstration of learning engagement verbally and non-verbally during CL in upper-secondary school.
To address these questions, 12 students aged 15-16 years old were divided into 3 groups and participated in a non-content-related collaborative task. The videotaped data was later transcribed and analyzed through qualitative content analysis, the basis of which is to use the ground of already existing theories and examine those theories in specific settings. Therefore, the study aimed to explore the demonstration of behavioral engagement through body movements and identify and understand the various types of verbal engagement during CL interactions.
Three main body movements were singled out (eye attention, gestures, and actions) and four categories of learning engagement (behavioral, socio-emotional, cognitive, and agentic). We identified that learning engagement was manifested and supported by actions towards materials (moving the stickers around the while board table, holding or even touching them) and gestures (in most cases – iconic and deictic ones). However, a few areas need further investigation, including manifestation of embodied cognition and demonstration of learning engagement verbally and non-verbally during CL in upper-secondary school.