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Relevant bibliographies by topics / Digital affordances

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Academic literature on the topic 'Digital affordances'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Digital affordances"

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Cai, Wenjie, Brad McKenna, and Lena Waizenegger. "Turning It Off: Emotions in Digital-Free Travel." Journal of Travel Research 59, no. 5 (August 13, 2019): 909–27. http://dx.doi.org/10.1177/0047287519868314.

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This article aims to theorize digitally disconnected travel experiences by investigating various emotional responses during the process of withdrawal and regain of technological affordances. The theoretical concepts of affordance and emotional episodes were adopted in this study to create a conceptual framework. Fifteen diaries and 18 interviews were collected from 24 participants’ reflections of their disconnected experiences. This study thus contributes a contextual update of emotional episodes by providing a detailed account of various emotions in the entire disconnecting/reconnecting travel experience. Also, this study contributes to the affordance literature by exploring the fluidity of technology affordances and environmental affordances. This article develops the Disconnected Emotions Model (DEM), a theoretical framework to provide an understanding of the changing relationship between human emotions and material affordances.

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Ranscombe, Charlie, Wenwen Zhang, Jacob Rodda, and David Mathias. "Digital Sketch Modelling: Proposing a Hybrid Visualisation Tool Combining Affordances of Sketching and CAD." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 309–18. http://dx.doi.org/10.1017/dsi.2019.34.

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AbstractVisualisation of ideas and emergent designs is an essential ingredient in design practice. Sketching and CAD represent two widely used visualisation tools, each with complementary affordances that dictate their typical use during the design process. Sketching has affordances of fast and fluent visualisation whereas CAD affords easy modification of detailed designs. This paper proposes a hybrid tool, Digital Sketch Modelling, investigating the extent to which it can deliver complementary affordances of both sketching to CAD. Analysis of diary entries made by 62 postgraduate designers using sketching, digital sketch modelling and CAD within a design project forms the basis of the study. Results illustrate how digital sketching over crude 3d digital models, combined with benefits of digital image editing software enhance affordance for easy visualisation of ideas. Concurrently, the level of software used in Digital Sketch modelling led to fewer concerns over the level of difficulty to modify designs, enhancing the affordance for easy modification. As such we conclude Digital Sketch Modelling does combine affordances indicating its potential benefit in use between sketching and CAD.

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Björneborn, Lennart. "Three key affordances for serendipity." Journal of Documentation 73, no. 5 (September 11, 2017): 1053–81. http://dx.doi.org/10.1108/jd-07-2016-0097.

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Purpose Serendipity is an interesting phenomenon to study in information science as it plays a fundamental – but perhaps underestimated – role in how we discover, explore, and learn in all fields of life. The purpose of this paper is to operationalize the concept of serendipity by providing terminological “building blocks” for understanding connections between environmental and personal factors in serendipitous encounters. Understanding these connections is essential when designing affordances in physical and digital environments that can facilitate serendipity. Design/methodology/approach In this paper, serendipity is defined as what happens when we, in unplanned ways, encounter resources (information, things, people, etc.) that we find interesting. In the outlined framework, serendipity is understood as an affordance, i.e., a usage potential when environmental and personal factors correspond with each other. The framework introduces three key affordances for facilitating serendipity: diversifiability, traversability, and sensoriability, covering capacities of physical and digital environments to be diversified, traversed, and sensed. The framework is structured around couplings between the three key affordances and three key personal serendipity factors: curiosity, mobility, and sensitivity. Ten sub-affordances for serendipity and ten coupled personal sub-factors are also briefly outlined. Related research is compared with and mapped into the framework aiming at a theoretical validation. The affordance approach to serendipity is discussed, including different degrees and types of serendipity. Findings All the terminological “building blocks” in the framework are seen to resonate with the included related research. Serendipity is found to be a commonplace phenomenon in everyday life. It is argued that we cannot “engineer” nor “design” serendipity per se, but can design affordances for serendipity. Serendipity may thus be intended by designers, but must always be unplanned by users. The outlined affordance approach to serendipity points to the importance of our sensory-motor abilities to discover and explore serendipitous affordances. Research limitations/implications Implications of the framework for designing physical and digital environments with affordances for serendipity are briefly considered. It is suggested that physical environments may have a primacy regarding affordances of sensoriability for facilitating serendipity, and digital environments a primacy regarding traversability, whereas physical and digital environments may afford similar degrees of diversifiability. In future research, the framework needs further empirical validation in physical and digital environments. Originality/value No other research has been found addressing affordances for serendipity and connections between environmental and personal factors in similarly detailed ways. The outlined framework and typology may function as a baseline for further serendipity studies.

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Solmaz, Osman. "The Affordances of Digital Social Reading for EFL Learners." International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 36–50. http://dx.doi.org/10.4018/ijmbl.2021040103.

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The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.

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Shin, Donghee, and Yujong Hwang. "The effects of security and traceability of blockchain on digital affordance." Online Information Review 44, no. 4 (May 23, 2020): 913–32. http://dx.doi.org/10.1108/oir-01-2019-0013.

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PurposeThis study takes an affordance approach to explain how users perceive the affordance of user action within blockchain and examines how it influences the subsequent user experience. Focusing on the effect of trust on cognitive processes, the authors analyze how affordances in blockchains affect the user experience.Design/methodology/approachThe blockchain affordances are examined through a two-stage process. The authors employ a qualitative analysis based on insights gained from the current literature and interviews. The authors then apply a quantitative survey to examine the role of trust in interactions with blockchain services. A structural user model was tested in which their appreciation of affordances of blockchain predicted the trust and satisfaction.FindingsUsers' appreciation for transparency and reliability explained to what extent they trust and are satisfied, thereby suggesting the heuristic roles of trust in blockchains. The study findings indicate a heuristic role for trust regarding underlying links to technological and affective affordances. A user's cognitive heuristics affect their attitudes toward blockchain, in which technological features are processed through users' perceptions and experience.Research limitations/implicationsThe model contributes to the conceptualization of security, privacy and traceability along with trust, which is then linked to transparency and reliability. The findings show how the frame of affordances gains explanatory power by being linked to the concepts of affect and emotion. The heuristics of direct perception of security–traceability–privacy (STP) can be used to understand the trajectory of heuristics and ongoing choices of blockchain.Practical implicationsThe study results offer a lens through which to address the technology's most common problems by pairing user experience principles and heuristics to blockchain technologies. This study offers insights into the understanding of user actions related to blockchains and into practical implications for developing trust-based services. The results guide the application and tailoring of motivational affordances in blockchain.Originality/valueWhile blockchain technology has gained popularity and momentum, there has been little research on how specific features of blockchain technology create value. This study contributes to the research gap by highlighting the role and dimension of trust in relation to STP in blockchains and provides meaningful implications for theory and practice.

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Yeshua-Katz, Daphna. "The Role of Communication Affordances in Post-Traumatic Stress Disorder Facebook and WhatsApp Support Groups." International Journal of Environmental Research and Public Health 18, no. 9 (April 26, 2021): 4576. http://dx.doi.org/10.3390/ijerph18094576.

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(1) Background: Digital health research has indicated that people with stigmatized health problems are drawn to online support groups (OSGs) because these groups help them to manage such conditions. However, little is known about how media affordances—interactions between the technology and the user—reconfigure the ways in which stigmatized individuals use OSGs and interact with others like themselves. (2) Method: The current study applied an affordance framework to evaluate how Facebook and WhatsApp support groups can help military veterans and their partners cope with post-traumatic stress disorder (PTSD) and was based on interviews with 34 PTSD-OSG members in Israel. (3) Findings: This research identified five affordances that members appraised as enhancing their coping efforts in the digital world: visibility, availability, multimediality, surveillance, and synchronicity. (4) Conclusions: This study reveals the connection between a specific stigmatized mental health disorder (i.e., PTSD) and perceptions of communication technologies (i.e., affordances), and specifies the uses of technologies for coping with this mental health disorder. Moreover, this study may inform digital intervention designers about which communication affordances can potentially lead to better health outcomes.

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Valanides, Nicos. "TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 116–20. http://dx.doi.org/10.33225/pec/18.76.116.

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Modern technology is transforming in an accelerating rate our physical, economic, cultural and educational environments. The new generation of learners, both adults and students of all ages, is surrounded by a multitude of technological tools, and these tools (computers, robots, software, internet etc.) are used ubiquitously not only in learning environments, but in daily life as well. Today’s children are furthermore characterized as “digital natives” and are clearly distinguished from their teachers and adults who constitute the generation of “digital immigrants” (Prensky, 2001). Visual programming languages, specifically designed for young learners, provide additional programming tools that are integrated in robotics education as well, while additional advances provide support to the idea of following the STEM (Science, Technology and Engineering and Mathematics) approach.

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Autio, Erkko, Satish Nambisan, Llewellyn D. W. Thomas, and Mike Wright. "Digital affordances, spatial affordances, and the genesis of entrepreneurial ecosystems." Strategic Entrepreneurship Journal 12, no. 1 (January 4, 2018): 72–95. http://dx.doi.org/10.1002/sej.1266.

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Barrett, Ashley K. "Digital storytelling." Narrative Inquiry 29, no. 1 (July 2, 2019): 213–43. http://dx.doi.org/10.1075/ni.18017.bar.

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Abstract This paper extends Pentland and Feldman’s (2007) narrative network method and uses it to more clearly understand how new technology affordances and digital spaces impact storytelling and enactment during and immediately after a crisis. To do this, I (a) examine the meaningful roles human motivation and feelings play in online storytelling and enactment, and (b) analyze how context impacts storytelling and enactment, and therefore the construction of narrative networks. Specifically, I analyze a series of Facebook messages exchanged during a recent, very publicized campus crisis to reveal the nonlinear digital stories that are co-constructed online to keep others informed. I demonstrate how crisis-affected populations capitalize on the affordances offered by social media to enact stories, correct stories, and ultimately to aid in sensemaking and sense-giving after a crisis event. Implications of new technology affordances for creating and updating narratives throughout times of high uncertainty are provided.

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Hitchcock, Tim. "Digital Affordances for Criminal Justice History." Crime, Histoire & Sociétés, Vol. 21, n°2 (December 31, 2017): 335–42. http://dx.doi.org/10.4000/chs.2016.

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Dissertations / Theses on the topic "Digital affordances"

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Toms, Elaine. "Browsing digital information, examining the affordances in the interaction of user and text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21319.pdf.

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Terrenghi, Lucia. "Designing Hybrid Interactions through an Understanding of the Affordances of Physical and Digital Technologies." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-78747.

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Pruchniewska, Urszula Maria. "Everyday feminism in the digital era: Gender, the fourth wave, and social media affordances." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/602916.

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Media & Communication
Ph.D.
The last decade has seen a pronounced increase in feminist activism and sentiment in the public sphere, which scholars, activists, and journalists have dubbed the “fourth wave” of feminism. A key feature of the fourth wave is the use of digital technologies and the internet for feminist activism and discussion. This dissertation aims to broadly understand what is “new” about fourth wave feminism and specifically to understand how social media intersect with everyday feminist practices in the digital era. This project is made up of three case studies –Bumble the “feminist” dating app, private Facebook groups for women professionals, and the #MeToo movement on Twitter— and uses an affordance theory lens, examining the possibilities for (and constraints of) use embedded in the materiality of each digital platform. Through in-depth interviews and focus groups with users, alongside a structural discourse analysis of each platform, the findings show how social media are used strategically as tools for feminist purposes during mundane online activities such as dating and connecting with colleagues. Overall, this research highlights the feminist potential of everyday social media use, while considering the limits of digital technologies for everyday feminism. This work also reasserts the continued need for feminist activism in the fourth wave, by showing that the material realities of gender inequality persist, often obscured by an illusion of empowerment.
Temple University--Theses

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Kim, Ji Eun. "Parent-child shared reading : the affordances of print, digital, and hand-held electronic storybooks." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50597.

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This study examines affordances of books involving different media in parent-child shared reading. Children and families increasingly use books and other literacy materials in digital format (Unsworth, 2006) in addition to those in traditional print/paper format. Although there have been studies about parent-child shared reading of digital books, the present study, by employing systemic functional linguistics (SFL) as the analytic tool, provides more in-depth and nuanced understandings of how different digital/physical features of books are related to types (e.g., questions) and processes (e.g., ways to build meanings) of parent-child interactions during shared reading. Based on Vygotsky’s socio-historical development theory and SFL, this study examines the verbal interactions of 20 dyads and their construction and negotiation of meanings while sharing of different books (one print [PB], one electronic [LB] and two digital books [DB1 and DB2]). The analysis revealed that the dyads used certain types of talk considered to encourage expansion of children’s thinking more often in the PB and LB contexts than in the other two contexts. Also, the dyads had more sustained interactions in the PB and LB contexts, which allowed them to negotiate meanings through these conversations and discussions. Furthermore, the foci of the dyads’ talk were different across the contexts: some digital features of the LB and DB1 appeared to lead the talk more towards technical aspects rather than towards the meaning of the stories. These findings further suggest that shared reading of different formats of books provide children with different learning opportunities. The study enhances our understanding of differences in parent-child verbal interactions, and of contextual elements, as well as the relationship between the two. These in-depth understandings suggest implications for the development of better quality digital books, and for more productive uses of digital books at home and school. Moreover, the study provides further evidence of an alternative way to examine parent-child verbal interactions (cf. Hasan, 1989; Williams, 1994) by utilizing SFL, which allows researchers to examine interactions (e.g., questioning) and contexts (e.g., focus of talk) in detail. This detailed examination, in turn, complements the analysis of language in Vygotsky’s theory.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Hushlak, Anna A. "Campaigning in the age of digital media : exploring the influences of digital affordances on campaigning in environmental non-governmental organisations." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:11a7515f-720e-4dde-aa0c-f122f0980c48.

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This thesis is a qualitative exploration into the affordances of digital media and environmental campaigning through the lens of media and communication geography. It is guided by the following question: How do digital media affordances influence the conduct of campaigning in environmental non-governmental organisations? To address this question, this thesis follows the 'four paper route'. Specifically, this research relies on semi-structured interviews, participant observation, content analysis, and virtual ethnography to investigate core topics related to digitally-mediated campaigning: engagement, strategy, membership, and online communities. To begin, the first paper examines how environmental campaigners frame engagement, and the extent to which these frames are coproduced with their adoption of digital media. The second paper explores how digital media affordances influence the ways in which ENGOs approach audiences, tactics, and organising structures when building campaign strategy. Expanding on findings from the second paper, the third paper investigates how digital media affordances are changing organisational perceptions of membership in the everyday vocabularies of ENGOs. Last the fourth paper adopts a virtual ethnographic approach to better understand how supporters take part in online communities (OCs), and the relationship of OCs to online and offline participation. This thesis is timely and significant for several reasons. First, environmental politics have emerged as a major issue area within the international arena. The majority of these politics are influenced by mass media. Thus, this research offers insight into how organisations harness and leverage digital media affordances for environmental activism and advocacy. Second, much of the scholarship exploring digital affordances and contemporary activism situates itself within social movements. Instead, by focusing on campaigns, this research provides an alternative unit of analysis below that of social movements yet above the level of individuals. Last non-governmental organisations (NGOs) have, and continue to, use campaigns to connect citizens and politics. Thus, understanding how digital media affordances are influencing campaigning is critical to realising the beliefs, aspirations, and needs of different groups within society.

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Johansson, Erik. "Chess and Twitch : Cultural Convergence Through Digital Platforms." Thesis, Södertörns högskola, Medie- och kommunikationsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45612.

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This thesis studies online fan communities, using the recent popularity of chess on live streamingplatform Twitch.tv as a case study to examine audience and cultural convergence between high and popular culture in a digital community setting. Bourdieu’s theoretical concepts field and capital are utilised in order to investigate changing structures and norms within this converging chess field. Affordances of the Twitch platform, too, are considered as key role players in the transformation ofchess culture online. Through participant observation in a live stream channel and through content analysis of online forum materials discussing the Twitch-hosted amateur chess "PogChamps"tournament, the study’s findings suggest that the introduction of a new platform like Twitch into a fieldlike the chess field can fundamentally restructure the community. This can occur because of platform affordances that offer new means for community members to accumulate valuable capital by setting new terms for what constitutes valuable capital and what it means to be "in the know" in the field. Additionally, by bringing new audiences to the chess community, Twitch is a key influencer indeveloping what can be seen as a new form of fan community centred around chess that emphasises spectacle and entertainment above game proficiency. These findings, the thesis concludes, can beapplied in similar community contexts in order to further understand the dynamic nature of online communities.

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Arnold, Luke. "The affordances and potentials of mobile digital devices to teach English: a South African case study." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29500.

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In this paper I attempt to explore the complexities involved in using digital technologies to teach English as home language in a South African private school. For a period of 2 months I conducted ethnographic research at an elite school to best understand the social forces which underlie pedagogic practices and perceptions in such a mainstream educational institution. I recorded my observations with field notes, video data and by collecting several resources produced by students, and focussed on learning interactions which are shaped by technology in some way, most commonly by mobile tablet devices. This project is situated within the research of the New Literacy Studies (Street 1997); it is influenced by the notion social literacies (Gee 1990) and a multimodal approach to learning and teaching (Kress 2005); it understands digital literacy practices in South Africa as unequal and as ‘situated’ (Prinsloo 2005, 2014); finally, it acknowledges technology as a tool within Vygotsky’s activity theory (Jewitt 2007) and as a tool which is used differently by students and teachers (SeftonGreen and Nixon 2009; Merchant, 2007; Rowsell and Marsh, 2011). I aimed to investigate the different ways in which technology is ‘taken up’ by this particular demographic of students, and discuss in what ways these new classroom interactions could contribute to meaningful learning practices. I anticipated that social forces from the top-down and the bottom-up (Sefton-Green and Nixon 2009) would shape and effect digital learning in ways which would either bolster or detract from the curriculum content being imparted. I focus on two main sets of data; the digital productions of a Grade 7 English class, created in class using personal tablet devices; and video data of Grade 7 English class wherein tablet devices are used as a tool for investigating visuals alongside paper-based writing activities. I conduct an in-depth, multimodal analysis of the data to illuminate the complex social – and learning – work taking place as students and teachers interact with each other and digital technologies. In relation to the data analysis I argue that collaborative, creative learning activities shaped around mobile devices are better able to transform English pedagogies rather than learning tasks which switch freely between genres, media and type of activities. I argue that when mobile devices are used during a lesson alongside multiple modes and learning tasks it distracts students and can diverge from the language aims of the lesson. When the teacher gives students freedom to create a personalised, multimodal response to an English text with their mobile devices I argue that digital learning is transformed into a new, fun and meaningful way for students to respond to and personalise curriculum content.

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Topol, Ruth. "Manipulating affordances in practice : a hermeneutic phenomenological study of mobility impairment and uses of digital technologies in work." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82491/.

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This qualitative, interpretive study uses a triad of theoretical lenses - affordance theory, hermeneutic phenomenology and the social barriers model of disability - through which to gain an understanding of how people with mobility impairments use digital technologies in their work practices. A hermeneutic phenomenological methodology is used to reveal the phenomena, then to interpret the subsequent text through understandings of accessibility and use-potential which derive from the social barriers model and from affordance theory respectively. The significance of the study for policy, practice and research is a better understanding of how mobility impairment impacts workers who have historically and currently, been and remain, un- and under-employed. Eleven participants, all with mobility impairments, some self-employed and others employed, but all white-collar professionals or management-level ‘knowledge workers’, constitute the purposive sample used in the study. The participants all work in a variety of configurations of ‘flexible work arrangements’. What was found was that the primacy of space, place and the objects and technologies in that space has heightened significance for people with mobility impairments. When confronted with negative affordances which amount to potential or actual barriers to access and participation in workplaces, people consciously set about finding specific, unique and personal solutions in order to participate. What they learn, through metacognitive processes and in response to potential or actual barriers, is how to manipulate negative and non-affordances of space, place and technologies into positive affordances, by doing things differently, by doing things better, or by doing different things, in order to participate in work practices.

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Hock-Koon, Sébastien. "Apprendre ou ne pas apprendre : affordances et cadres de l'expérience du jeu vidéo." Paris 13, 2013. http://www.theses.fr/2013PA131018.

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Cette recherche s’intéresse aux relations complexes entre l’apprentissage et le jeu vidéo. Elle propose plusieurs spécificités à travers son objet, ses outils théoriques et son approche. L’étude met de côté les enfants pour s’intéresser à l’apprentissage des adultes sur des « jeux à progression longue ». Ces jeux incluent un certain nombre des « grands jeux » qui « s’apprennent en une minute et se maîtrisent en une vie ». Les deux outils théoriques principaux sont les affordances de Gibson et les cadres de l’expérience de Goffman. Les affordances permettent de traiter les actions rendues possibles par les propriétés des jeux et les capacités des joueurs. Les cadres de l’expérience abordent le sens que les joueurs donnent au jeu et à l’activité. Les données se répartissent en trois types : des entretiens auprès de joueurs expérimentés, des données documentaires produites par des praticiens du jeu vidéo, un journal de recherche issu de l’entraînement de l’auteur pour terminer un « grand jeu » en un crédit. Les entretiens mettent en lumière plusieurs mécanismes reliant les jeux vidéo et l’apprentissage. Les données documentaires apportent le point de vue des concepteurs et poussent ces mécanismes jusqu’à leur paroxysme. L’analyse de ces données montre la place que peuvent prendre la complétion et l’ellipse dans l’apprentissage d’un jeu vidéo. La complétion correspond au fait de comprendre un jeu et au sentiment qu’il a été compris. A travers l’ellipse, le joueur élude certains éléments du jeu et se trompe sur les raisons de sa réussite. Leur combinaison aboutit à la « complétion elliptique » qui amène le joueur à croire qu’il comprend le jeu alors que ce n’est pas le cas. Le suivi de l’apprentissage de l’auteur sur un jeu vidéo jusqu’à un haut niveau a montré la possibilité d’enchaîner et de rompre successivement des complétions elliptiques à travers un processus d’« apprentissage elliptique »
This research addresses the complex relationship between learning and video games, specifically through its object, theoretical tools, and method. The study focuses on adult learning through video games in which the time to learn the game is long. These games include some “great games” that take “a minute to learn and a lifetime to master. ” Two main theoretical tools are part of the research focus: Gibson’s affordances, which allow the addressing of action possibilities offered by the games’ properties to the players’ capacities, and Norman’s frames, which tackle the meaning given to the game and the activity by players. The research draws upon primary sources including interviews with experienced players, documentary data produced by practitioners, and a research diary from the author’s training to finish a “great game” with one credit. The interviews show several mechanisms relating video games and learning. The documentary data brings the designers’ point of view and pushes the mechanisms to their limit. The data analysis shows the importance of closure and ellipsis in the learning of a video game. Closure, in this instance, refers to the action of understanding a game as well as to the feeling that it has been understood. Ellipsis involves a player eluding some elements of the game and then being mistaken about how or why he or she was successful. The combination of these two elements leads to “elliptical closure” which causes the player to believe he or she has understood the game, albeit mistakenly. The author’s training to reach a high level of mastery has highlighted the possibility to successively break elliptical closure through an “elliptical learning” process

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Forsling, Karin. "Medielek och digital kompetens i en förskolekontext : Design för meningsskapande." Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14561.

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The aim of this thesis is to make a contribution to the field of design oriented theory, regarding young children and their way to digital competence. My research question is: How can a preschool with a certain pedagogical ICT-design give the children affordances for media play and for developing a digital competence? The European Parliament points out digital literacy as one of the Key Competences for life long learning. A digital competence is built on basic ICT (Information and Communication technology) skills. Skills you can develop any time during life, weather you are young or old. Recent Swedish research on young children and digital competence points out the preschool teacher’s insecurity regarding the use of ICT in the preschool´s daily activities (Ljung- Djärf, Klerfelt). There are an amount of new social and cultural gaps in our modern society regarding illiteracies and learning. Fear for the digital gap, or divide, is confirmed by researchers such as Buckingham and Kress. Briefly, if one doesn’t possess digital literacy, the risk of society divides is impending. This could be built on factors such as gender, ethnicity, class, generational and geographical divides, but also about dichotomies in the capacity of learning in a digitalized milieu. Today’s children are the first generation to grow up in a society characterized by digital media. They are born into it. They are the Digital Natives and they take the new technology for granted. The rest of us are Digital Immigrants and we try to adapt to the new society. Prensky highlights the possibilities of changes in young persons’ brains, or at least in their thinking, as a result of their nursery in the digital world. Where does that leave the teachers of the pre-digital age? The true risk of a digital divide can perhaps be found in the daily melting pot between “the natives” and “the immigrants”. The act of arranging meaningful communicative meetings could be one education’s most important responsibilities. From the view of a design orientated perspective, built on a socio-cultural theoretical framework, key words like design, setting and affordance become important in my study. Didactic design is a theoretical perspective which elaborates understanding of learning from semiotic activities. Learning is to be seen as meaning making in social contexts. These contexts are in pedagogical milieus called institutional settings. The teacher and /or the child can be designers of and actors in the setting. Through the design and settings, the children at the preschool in my study, achieved consistent possibilities for media play and for developing digital competence. They got the opportunity to develop different kinds of literacy. One of the important findings of my study was that the preschool teachers developed digital competence and confidence much in the same way as the children did. Collaborative learning processes, elaboration, curiosity and playfulness stood up as affordances for learning. There have to be milieus designed for flexibility and elaborations and there have to be preschool teachers deliberately setting these kind of designs. The study confirms previous research at one hand in the area young children and digital competence and on the other hand in research connected to design oriented theories. This study has merged the two fields together. Further research is to be seen in a wide spread field. An interesting continuation is to study the preschool teachers education. Questions of learning and intertextuality are other important issues. Key words: Didactic design, digital competence, digital divides, literacy, media play, affordances, settings, tools, preschool, ICT, multimodality, social semiotics, meaningmaking.
Syftet med min uppsats är att bidra till förståelse för hur valet av design och iscensättning i förskolepedagogiska miljöer erbjuder medielek och möjliggör utvecklandet av en digital kompetens. Jag har utgått från frågan: Hur kan en specialdesignad förskolemiljö bidra till utvecklingen av barns medielek och digitala kompetens? En digital kompetens bygger på grundläggande IKT-färdigheter[1]. Det innebär bland annat att man kan hämta fram, bedöma, lagra, producera och kommunicera med och genom digitala medier. Tidigare forskning visar på förskollärares oro för den digitala tekniken. Förutom den rent konkreta osäkerheten vid användningen av de digitala verktygen ges också uttryck för en osäkerhet för hur man balanserar förskoleverksamheten med ny teknologin. Detta kan belysa vad som inom medieforskning beskrivs som digital divides, något som i sin tur kan förstärka klyftor i samhället. Frågan om bruk av IKT i förskolan diskuteras ofta ur ett framåtsyftande nyttoperspektiv. Man talar om inlärningsaspekten, arbetslivsaspekten och demokratiaspekten. Barnen på förskolan i min studie har genom den didaktiska designen möjligheter att få del av dessa tre aspekter. Men man har dessutom skapat en miljö som erbjuder barnen – och de vuxna – möjligheter för medielek och därigenom utvecklandet av en digital kompetens. I studien blir det tydligt hur vuxna och barn svarar upp mot de förutsättningar som designats och erbjuds. Lärprocesserna sker i en institutionell inramning, där läraren (och barnen) är aktörer och iscensättare. Pedagogen, likväl som barnet, kan aktivt välja vilka teckensystem och vilken gestaltningsform som ska användas. I den undersökta verksamheten finns även en underliggande kulturell affordance, meningserbjudande, en idé om att IKT är bra för barn, att vuxna kan både leka och lära samtidigt, samt att det är tillåtet att experimentera, för att finna något som man varken vet frågan eller svaret på. Det här skulle ur ett socialsemiotiskt perspektiv, vara tecken på lärande, eftersom en lärandeprocess utmärks av en ökad förmåga att använda skilda teckensystem, eller domäner. Barnen utvecklar sin litteracitet och sin medielitteracitet. De utökar också sin kognitiva, kommunikativa och kulturella och estetiska kompetens. Vi skulle här kunna tala om en multilitteracitet, eftersom de meningsskapande processer som barnen befinner sig i under arbetet med de digitala verktygen, inte bara inbegriper lingvistiska utan också visuella, auditiva och spatiala processer. Min studie visar att design och iscensättning på den undersökta förskolan är betydelsefulla för erbjudandet av medielek och utvecklandet av barnens och de vuxnas digitala kompetens. De vuxna är trygga i sina roller och där fanns en naturlig balansgång mellan de mer traditionella och de digitala verktygen. En avslutande reflektion är att det inte längre är frågan om att diskutera om IKT och medier ska användas i förskolan, det är mer frågan om hur. Det är inte heller längre tid att diskutera om barn och vuxna ska utveckla en digital kompetens i förskolan, snarare hur det ska ske. En fortsatt forskning på området kan handla om en fördjupning i sådant som berör lärande, kommunikativ kompetens, intertextualitet eller textrörlighet. Andra viktiga frågor kan röra sig om hur lärarutbildningen lever upp till kraven på en digital kompetens.

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Books on the topic "Digital affordances"

1

Smale, Maura A., and Mariana Regalado. Digital Technology as Affordance and Barrier in Higher Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48908-7.

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Toms, Elaine. Browsing digital information: Examining the 'affordances' in the interaction of user and text. 1997.

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Schneider, Florian. Digital China’s Hyperlink Networks. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190876791.003.0004.

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Chapter 4 continues the analysis of China’s web by discussing what the social and political meanings of hyperlinks might be, how power works in networked structures, and what ‘issue networks’ on the web can tell us about digital ecologies. It also discusses how linking practices work in China’s web spaces, showing how the websites that deal with the two cases of the Nanjing Massacre and the Diaoyu Islands make only limited use of the web’s interactive affordances. An analysis of link-structures and site-maps reveals that issue websites on Sino-Japanese relations resemble traditional archives more than they resemble interactive information hubs. Following this, the chapter provides an analysis of how these issue sites tie into wider digital networks. The main players in these networks are large corporations, state agencies, and Party institutions, which together form a national web space that reflects many of the governance mechanisms that are at work ‘offline’.

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Dowd, Cate. Digital Journalism, Drones, and Automation. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190655860.001.0001.

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Advances in online technology and news systems, such as automated reasoning across digital resources and connectivity to cloud servers for storage and software, have changed digital journalism production and publishing methods. Integrated media systems used by editors are also conduits to search systems and social media, but the lure of big data and rise in fake news have fragmented some layers of journalism, alongside investments in analytics and a shift in the loci for verification. Data has generated new roles to exploit data insights and machine learning methods, but access to big data and data lakes is so significant it has spawned newsworthy partnerships between media moguls and social media entrepreneurs. However, digital journalism does not even have its own semantic systems that could protect the values of journalism, but relies on the affordances of other systems. Amidst indexing and classification systems for well-defined vocabulary and concepts in news, data leaks and metadata present challenges for journalism. By contrast data visualisations and real-time field reporting with short-form mobile media and civilian drones set new standards during the European asylum seeker crisis. Aerial filming with drones also adds to the ontological base of journalism. An ontology for journalism and intersecting ontologies can inform the design of new semantic learning systems. The Semantic CAT Method, which draws on participatory design and game design, also assists the conceptual design of synthetic players with emotion attributes, towards a meta-model for learning. The design of context-aware sensor systems to protect journalists in conflict zones is also discussed.

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Grieve, Gregory Price, and Daniel Veidlinger. Buddhism and Media Technologies. Edited by Michael Jerryson. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199362387.013.25.

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Buddhism is flourishing on the Internet and digital media. However, the form and usage patterns of Buddhist media technologies have varied considerably from the earliest oral texts to the latest online versions of the Buddhist canon. Do such media transformations merely transmit the old dharma in a new bottle, or do they change Buddhism’s message? Are these changes to be welcomed or shunned? This chapter explores how various media technologies tend to promote particular aspects of Buddhism, and also how different Buddhist worldviews shape how these media are used. First, it sketches a short genealogy of Buddhist media technologies. Second, it concentrates on contemporary digital media, briefly describing Buddhist bulletin boards, email lists, websites, computer apps, virtual worlds, and video games. Third, the chapter explains digital media’s procedural, participatory, encyclopedic, and spatial affordances. Finally, it illuminates how digital media affordances are shaped by the technological worldview of convert Buddhism.

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Aebischer, Pascale. Technology and the Ethics of Spectatorship. Edited by James C. Bulman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199687169.013.4.

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This chapter revisits debates regarding the use of technology to enhance or remediate performances in the light of Emmanuel Levinas’s understanding of the ethical encounter as a face-to-face encounter between a subject and her/his other. Building on these debates and Robert Weimann’s distinction between locus and platea, it suggests that performance theory’s emphasis on the physical co-presence of spectator and performer undervalues the experience of the spectator. Using three productions that use digital media as examples, the chapter demonstrates how online live streaming (in Cheek by Jowl’s Measure for Measure), digital hologram projection (in the McGuires’ Ophelia’s Ghost), and the use of an online stage (in the RSC’s collaboration with Google+ on #dream40) each harness the affordances of digital media to create conceptual spaces in which spectators can experience ethical encounters. Digital media thus open up distinct ways of experiencing dilemmas explored by Shakespeare’s plays.

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Elkins, Evan. Locked Out. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479830572.001.0001.

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“This content is not available in your country.” Media consumers around the world regularly run into this reminder of geography’s imprint on digital culture. Despite utopian hopes of a borderless digital society in an era of globalization, DVDs, video games, and streaming platforms include digital rights management mechanisms like region codes and IP address detection systems that block media access within certain territories. Although propped up by national and transnational intellectual property regulation, these technologies of “regional lockout” are designed primarily to keep the entertainment industries’ global markets distinct. Beyond this, they frustrate consumers around the world and place certain territories on a hierarchy of global media access. Drawing on extensive research of media-industry strategies, consumer and retailer practices, and media regulation, Locked Out explores regional lockout in DVDs, console video games, and streaming video and music platforms. The book argues that regional lockout has shaped global media culture over the past few decades in three interrelated ways: as technological regulation, media distribution, and geocultural discrimination. As a form of digital rights management, regional lockout builds in limitations on the affordances of digital software and hardware. As distribution, it seeks to ensure that digital technologies accommodate media industries’ traditional segmentation of markets. Finally, as a cultural system, regional lockout shapes and reflects long-standing global hierarchies of power and discrimination.

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Digital technology as affordance and barrier in higher education. Palgrave Macmillan, 2017.

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9

Regalado, Mariana, and Maura A. Smale. Digital Technology as Affordance and Barrier in Higher Education. Palgrave Macmillan, 2018.

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Stromer-Galley, Jennifer. Presidential Campaigning in the Internet Age. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190694043.001.0001.

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Presidential candidates and their campaigns in the United States are fully invested in the use of social media. Yet, since 1996 presidential campaigns have been experimenting with ways to use digital communication technologies on the Internet to their advantage. This book tells the stories of the practices of campaigning online between 1996 and 2016, looking at winners and also-rans. The stories provide rich details of the factors that contribute to the success or failure of candidates, including the influence of digital media. The stories also show how political campaigns over six election cycles transitioned from the paradigm of mass media campaigning, to networked campaigning, and finally to mass-targeted campaigning. Campaigns shifted from efforts at mass persuasion to networked persuasion by identifying and communicating with super-supporters to give them the right digital tools and messages to take to their social network. Campaigns learned over time how to use the Internet’s interactive affordances to communicate with the public in ways that structures what supporters do for the campaign that maximizes strategic benefit—what I call “controlled interactivity.” By the 2016 campaign, technology companies made it easier and more effective to engage in mass-targeted campaigning—using large-scale data analytics by campaigns and tech companies to identify target audiences for campaigns to advertise to online.

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Book chapters on the topic "Digital affordances"

1

Calder, Nigel. "Affordances of Digital Technologies." In Processing Mathematics Through Digital Technologies, 31–37. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-627-4_3.

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Ilic, Peter. "Affordances of Digital Technologies for Learning." In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_135-1.

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Ng, Wan. "Affordances of New Digital Technologies in Education." In New Digital Technology in Education, 95–123. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05822-1_5.

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Lockley, Alison, Anne Derryberry, and Deborah West. "Drivers, Affordances and Challenges of Digital Badges." In Foundation of Digital Badges and Micro-Credentials, 55–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-15425-1_4.

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Velasco, Pablo R. "Sketching Bitcoin: Empirical Research of Digital Affordances." In Innovative Methods in Media and Communication Research, 99–122. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40700-5_6.

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Hopkins, Julian. "The Concept of Affordances in Digital Media." In Handbuch Soziale Praktiken und Digitale Alltagswelten, 47–54. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-08357-1_67.

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José, Rui, and Paula Trigueiros. "Exploring New Digital Affordances of City Life." In 3rd EAI International Conference on IoT in Urban Space, 45–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28925-6_5.

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Hopkins, Julian. "The Concept of Affordances in Digital Media." In Handbuch Soziale Praktiken und Digitale Alltagswelten, 1–8. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08460-8_67-1.

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Langill, Caroline Seck, and Lizzie Muller. "Curating Lively Objects: Post-disciplinary Affordances for Media Art Exhibition." In Curating the Digital, 31–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28722-5_4.

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Cherrier, Hélène, Nicholas Carah, and Carla Meurk. "Social media affordances for curbing alcohol consumption." In Youth Drinking Cultures in a Digital World, 167–84. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series:: Routledge, 2017. http://dx.doi.org/10.4324/9781315660844-11.

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Conference papers on the topic "Digital affordances"

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Lainema, Kirsi, Timo Lainema, Raija Hämäläinen, and Kirsi Heinonen. "GOING BEYOND TECHNOLOGICAL AFFORDANCES - ASSESSING ORGANIZATIONAL AND SOCIO-INTERACTIONAL AFFORDANCES." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l040.

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Falahatpisheh, Zahra, and Datis Khajeheian. "Affordances and IT Design: A Typology for Social Media and Platform Affordances." In 2020 13th CMI Conference on Cybersecurity and Privacy (CMI) - Digital Transformation - Potentials and Challenges. IEEE, 2020. http://dx.doi.org/10.1109/cmi51275.2020.9322681.

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Yassaee, Maedeh, and Robert Winter. "Analyzing Affordances of Digital Occupational Health Systems." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.432.

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Ahmadi, Mousa, Mary E. Schneider, Rohit Kadam, and Donghee Yvette Wohn. "Designing Paralinguistic Digital Affordances for Social Support." In the 19th ACM Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2818052.2869120.

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Harper, Sam, Aparajithan Sivanathan, Theodore Lim, Scott Mcgibbon, and James Ritchie. "Control-Display Affordances in Simulation Based Education." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85352.

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Mixed reality opens new ways of connecting users to virtual content. With simulation-based education and training (SBET), mixed reality offers an enriched environment to experience digital learning. In turn, learners can develop their mental models to process and connect 2D/3D information in real-world settings. This paper reports on the use of the Microsoft HoloLens to create a mixed reality SBET environment. The challenges of this investigation are harmonising augmented real-world content, including the use of real-time, low-latency tracking of tangible objects and the interaction of these with the augmented content. The research emphasis is on technology-mediated affordances. For example, what affordance does the HoloLens provide the leaner in terms of interactive manipulation or navigation in the virtual environment? We examine this through control-display (CD) gain in conjunction with cyber-physical systems (CPS) approaches. This work builds on previously attained knowledge from the creation of an AR application for vocational education and training (VET) of stonemasonry.

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Raikwar, Aditya, Newton D'Souza, Ciana Rogers, Mathew Kress, Adam Williams, Naphtali D. Rishe, and Francisco R. Ortega. "CubeVR: Digital Affordances for Architecture Undergraduate Education using Virtual Reality." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8798115.

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Dick, Mauricio Elias, and Berenice Santos Gonçalves. "A ANÁLISE DE LIVRO DIGITAL: UMA VISÃO DE SUAS AFFORDANCES." In 11º Congresso Brasileiro de Pesquisa e Desenvolvimento em Design. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-ped-01310.

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Ho, Xavier, and Martin Tomitsch. "Affordances of brainstorming toolkits and their use in game jams." In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3337722.3341841.

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Terrenghi, Lucia, David Kirk, Abigail Sellen, and Shahram Izadi. "Affordances for manipulation of physical versus digital media on interactive surfaces." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240624.1240799.

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Oswald, David. "Affordances and Metaphors Revisited: Testing Flat vs. Skeuomorph Design with Digital Natives and Digital Immigrants." In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.57.

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