Article Sidebar

Submitted
Sep 3, 2019
Accepted
Sep 25, 2019
Published
Oct 12, 2019
Download
PDF
Statistic
Read Counter : 1072 Download : 682

Main Article Content

Abstract

In this paper we present a social analysis of the interactions among the students involved in a trial of the PRIN project “Digital Interactive Storytelling in Mathematics: a Competence-based Social Approach”. The instructional design is based on collaborative scripts within a digital storytelling framework where the story follows the interactions among the characters played by the students and an expert (teacher or researcher). We report the results of a trial that involved teachers and students from the upper secondary school analysing from a Social Network Analysis point of view the interventions of the expert, the involvement / participation of the students and the interactions among peers and with the expert. We also briefly discuss the potential and limitations of the currently available tools to perform this kind of analysis, in view of the much broader perspective offered by the Learning Analytics approach.

Keywords

Digital Storytelling Mathematics Education Social Network Analysis Collaboration script Moodle

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Polo, M., Dello Iacono, U., Fiorentino, G., & Pierri, A. (2019). A Social Network Analysis approach to a Digital Interactive Storytelling in Mathematics. Journal of E-Learning and Knowledge Society, 15(3), 239-250. https://doi.org/10.20368/1971-8829/1135035

References

  1. Azevedo, R., Cromley, J.G. Winters, F.I., Moos, D.C., Greene, J.A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional science, 33(5-6), 2005, pp. 381-412.
  2. Baker, M. (2003). Computer-mediated argumentative interactions for the co-elaboration of scientific notions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: confronting cognitions in computer-supported collaborative learning environments (Vol. 1, pp. 1-25). Dordrecht: Kluwer.
  3. Demetriadis, S., & Karakostas, A. (2008, March). Adaptive collaboration scripting: A conceptual framework and a design case study. In 2008 International Conference on Complex, Intelligent and Software Intensive Systems (pp. 487-492). IEEE.
  4. Ferrari, P.L. (2004). Mathematical language and advanced mathematics learning.In Johnsen Hoines, M. & Berit Fugelstad, A. (Eds.), Proceedings of the 28th Conference of PME (pp. 383–390). Bergen, Norway.
  5. King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In: F. Fischer, I. Kollar, H. Mandl, & J. Haake (eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 13-37). New York: Springer.
  6. Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hamalainen, R., Hakkinen, P., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2), 211–224.
  7. Mellone M., & Tortora R. (2015). Ambiguity as a cognitive and didactic resource. In Krainer K., Vondrová N. (Eds.), Proc. of CERME 9, Praga, pp. 1434-1439.
  8. Minerba, L., Chessa, A., Coppola, R. C., Mula, G., & Cappellini, G. (2008). A complex network analysis of a health organization. Igiene e sanità pubblica, 64(1), 9-25.
  9. Schank, R., Roger, C., Abelson, R.P. (1977). Scripts, plans, goals and understandings. Hillsdale, NJ: Erlbaum.Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
  10. Sensevy, G. (2012). About the Joint Action Theory in Didactics. Z Erzieh 15(3), pp. 503–516.
  11. Weinberger, A., Kollar, I., Dimitriadis, Y., Makitalo-Siegi, K., Fischer, F. (2009). Computer-supported collaboration scripts. Technology enhanced learning, Springer Netherlands, pp. 155–173.
  12. Zan, R. (2012). La dimensione narrativa di un problema: il modello C&D per l'analisi e la (ri)formulazione del testo. Parte I. L’insegnamento della matematica e delle scienze integrate. Vol.35 A N.2, 4, 2012.
  13. XXX (2016)
  14. XXX (2018a)
  15. XXX (2018b)
  16. XXX (2019a)
  17. XXX (2019b)