Advancing video research methodology to capture the processes of social interaction and multimodality

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Hannula , M S , Haataja , E , Löfström , E , Moreno-Esteva , E G , Salminen-Saari , J F A & Laine , A 2022 , ' Advancing video research methodology to capture the processes of social interaction and multimodality ' , ZDM , vol. 54 , pp. 433-443 . https://doi.org/10.1007/s11858-021-01323-5

Title: Advancing video research methodology to capture the processes of social interaction and multimodality
Author: Hannula, Markku S.; Haataja, Eeva; Löfström, Erika; Moreno-Esteva, Enrique Garcia; Salminen-Saari, Jessica F. A.; Laine, Anu
Contributor organization: Maker@STEAM
Department of Education
Mobile gaze tracking of social interaction
Teacher Education
Behavioural Sciences
Faculty of Educational Sciences
Active Numeracy
Teachers' Academy
Date: 2022
Language: eng
Number of pages: 11
Belongs to series: ZDM
ISSN: 1863-9690
DOI: https://doi.org/10.1007/s11858-021-01323-5
URI: http://hdl.handle.net/10138/346283
Abstract: In this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants' security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants' visual attention in detail and its role in learning. Both settings could provide tools for teachers' professional development by showing them aspects of classroom interactions that would otherwise remain hidden.
Subject: TEACHER
GESTURES
COGNITION
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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