{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","id":"ae053936-f6b1-488b-8973-bb2332d1be14","uuid":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","normalized_title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","isbns":["9787308182003"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":790,"navigation_url":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14","title_url":"https://workshop.closeclaw.top/ai/title/%E6%95%B0%E5%AD%97%E6%8A%80%E6%9C%AF%E7%A0%94%E7%A9%B6","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/ae053936-f6b1-488b-8973-bb2332d1be14","page_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/page","search_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/search"},"page":{"printed_page":467,"pdf_page":491,"physical_index":491,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"6b3f54509bf65207c541dace8c57e3b3bebe224e8045eb1e2eae7f64b541db01"},"chapter":"第20章 有形界面:技术与学习交互","content":"此类研究的跨学科属性既有创造性，又面临挑战。将各组研究人员聚合在一起，需要整合不同的研究视角，建立共同基础，尤其是要有共同理解(如术语、视角），符合研究方案或方向。不过，共同视角带来了更广阔的理念，通常能推动并扩展研究与开发的边界。\n\n理论方法\n\n学习与认知理论给出了令人信服的论据，佐证了有形交互在支持学习方面的价值(O'Malley andStanton Fraser,2004)，这些论据与结构主义理论概念相一致，包括亲身参与(Tobin,1990)、学习体验理论与发现理论(Bruner，1973）、模式建构（Papert,1980;Resnick et al.，1996）、协同活动、转型传播(Cohen，1994；Pea，1994；Webband Palinscar，1996）及交互的具体形式(Antle，2009)。研究越来越多地借助于有关具身的理论观念—这一术语受到过不少争论，泛指身体与心智间的关系，感知与行为等身体交互过程，如何帮助、促进或制约了社会文化发展。多个研究项目利用了这些理论概念，但着眼于学习活动的不同层面，比如：叙事建构（AnnanyandCassell,2001)、探索与建构(Raffle et al.,2006)、现象模型(Moher et al.,2005;Price et al,2009)、基于模式的交互(Yonemoto et al.,2006)、协作(Farr and Yuill,2010)与隐喻概念(Antle et al. ,2011)。\n\n概念研究\n\n还有一些对研究产生了影响的方法是通过开发一些框架来完成的，这些框架可能以描述性分类、研究指南或分析视角为着眼点(也可参见：Mazalekand\n\n313\n\n第20章 有形界面:技术与学习交互\n\n467","previous_page":466,"next_page":468}