{"id":319,"date":"2021-06-23T10:18:00","date_gmt":"2021-06-23T10:18:00","guid":{"rendered":"https:\/\/sinidavies.com\/?page_id=319"},"modified":"2024-06-18T10:23:50","modified_gmt":"2024-06-18T10:23:50","slug":"video-data-analysis-for-tracing-emotional-aspects-of-collaborative-design-and-making-processes","status":"publish","type":"page","link":"https:\/\/sinidavies.com\/fi\/publications\/journal-articles\/video-data-analysis-for-tracing-emotional-aspects-of-collaborative-design-and-making-processes\/","title":{"rendered":"Video Data Analysis for Tracing Emotional Aspects of Collaborative Design and Making Processes"},"content":{"rendered":"

Video Data Analysis for Tracing Emotional Aspects of Collaborative Design and Making Processes<\/h2>\n\n\n

2021<\/p>\n<\/div>\n\n\n\n

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Vertaisarvioitu tieteellinen artikkeli \u2013 julkaistu lehdess\u00e4 Techne Series: Research in Sloyd Education and Craft Science A<\/a><\/a><\/p>\n\n\n\n

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Kirjoittajat:<\/h3>\n\n\n\n

Tiina Paavola,\u00a0Kaiju Kangas,\u00a0Sirpa Kokko,\u00a0Sini Riikonen (Davies)<\/strong>,\u00a0Varpu Mehto,\u00a0Kai Hakkarainen,\u00a0Pirita Seitamaa-Hakkarainen<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Tiivistelm\u00e4:<\/h3>\n\n\n\n

The purpose of the article is to introduce a systematic, three-level video analysis method for tracing the emotional aspects of a collaborative design and making process. Maker-centred learning can evoke strong emotions affecting students\u2019 motivation because it involves them in externalising their ideas through conceptual, visual and material artefacts. For analysing longitudinal collaborative processes, we developed the visual Making-Process-Rug video analysis method, which enables tracing materially mediated verbal and embodied making processes. We provide examples of the method using data, where a team of seventh-grade students performing regular schoolwork were engaged in using traditional and digital fabrication technologies for inventing, designing, and making artefacts. Taking a case study perspective, we focus on a team of four students who worked on a smart product project. We analysed video recordings from the team\u2019s 11 hours of design and making sessions on three levels: macro, intermediate and micro. The benefit of the three-level method is that it allows simultaneous analysis of social-discursive and materially embodied aspects of activities. It also enables analysing large samples of video data systematically, and focusing on both micro-level and macro-level perspectives of activity. The method for identifying emotions from video data has potential for educational research on various fields, however, the culture-specific expressions and interpretations of emotions require special attention when developing the method further<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Lue tai tallenna:<\/h3>\n\n\n
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