Papers by Pirkko T Siklander (earlier Hyvönen)
Journal of Early Childhood Education Research , 2020
Play types and play environments often are influenced by adults, with children having little agen... more Play types and play environments often are influenced by adults, with children having little agency in organizing their own play. This is particularly illustrated in the context of rough and tumble play (RT), which is a type of play pursued by children, but often discouraged by adults. When adults prohibit RT play, they limit opportunities for children to benefit from the outcomes associated with this form of play. A systematic review of literature was conducted toward understanding children's perspectives regarding RT play and how children have been included in RT research. The results suggest, despite having several roles in RT research, there is a noticeable absence of children's perspectives on RT play. This absence points to a need for research that captures children's perspectives on specifically RT play in ways that involve children not just as the subjects of observations, but as active participants with voices, preferences, ideas, and agency.
Bookmarks Related papers MentionsView impact
Learning, Culture and Social Interaction, 2021
Bookmarks Related papers MentionsView impact
FabLearn Europe'18: Proceedings of the Conference on Creativity and Making in Education, 2018
In order to encourage participation of women who are novices in digital fabrication, this poster ... more In order to encourage participation of women who are novices in digital fabrication, this poster proposes to pay attention to correlation between learners' interest development and triggers originated from an instructional design and a teacher. Our findings contribute to understanding of triggers and triggering process among women in digital fabrication context, which promote women's engagement in digital fabrication activities.
Bookmarks Related papers MentionsView impact
International Conference on Advances in the Internet, Processing, Systems, and Interdisciplinary Research. IPSI-2005 Montenegro. Proceedings of the IPSI-2005 Montenegro September 24–October 1, 2005. CD-ROM. 15 p. ISBN: 86-7466-117-3, 2005
This article aims to analyse the significance of experientiality, emotionality and sensationality... more This article aims to analyse the significance of experientiality, emotionality and sensationality in network-based mobile education (NBME). It also looks closely into these concepts as potential affordances in the teaching–studying–learning (TSL) processes. In our previous article (Lehtonen, Hyvönen & Ruokamo, to appear), we demonstrated, on the basis of a theoretical analysis and empirical data, that emotional processes are crucial for studying and learning and should thus be taken into serious account in NBME as well. Emotional factors have a strong impact on the ways one teaches, studies and learns, and on the issue whether one remembers what was taught, studied and supposedly learned. We examined NBE group dynamics in network-based education from the viewpoint of shared emotional states and the NBE conveyance of emotions. The ability to empathise, entering into another person's role, and emotional reciprocity are essential factors generating a shared mutual emotional state (Chayko, 2002). Emotional, study-related situations were also analysed from the perspective of one's cognitive and emotional load as well as via situational anxiety and situational pleasure. 'Experiential' usually pertains to experience or personal observation, instead of obtained from reasoning. In this sense, experiential always refers to a personal reality as seen by individuals. In our context, experientiality is enriched with emotions, so as to imply strong, personally-coloured feelings, even sensations. By 'emotional' we mean mental activity comparable with perception, thinking, language and learning, which also produces feelings. In this paper, we argue that it is essential to examine experientiality and emotionality related to part of network-based mobile education and as dormant affordances vis-à-vis TSL processes. An affordance is a property of an object, or a feature of the immediate environment , that indicates how that object or feature can be interfaced with (Gibson 1966; 1979). We firmly argue that these affordances can and should be made dominant in a way that fully benefits a human being's potentiality as a committed , self-directed individual. We also look into how expressing emotions and feelings can be beneficially incorporated as part of an individual's teaching-studying-learning processes. Emotions represent an individual-level system that provides us with valuable information about the state of our own bodies and the relationship of ourselves and our bodies with ongoing activity (Siegel 1999; Simonov 1981), such as studying. We always assess, in all activity, our knowledge and acts also emotionally, even though we do not always notice it.
Keywords: emotionality, experientiality, sensationality, affordances, embodiment, network-based education (NBE), network-based mobile education (NBME), teaching–studying–learning process
Bookmarks Related papers MentionsView impact
Eapril Conference Proceedings, 2020
New national core curricula call for the use of diverse indoor and outdoor environments... more New national core curricula call for the use of diverse indoor and outdoor environments. Learning must be based on problem-solving, playful activities, and the use of all senses and the entire body.
We designed a playful making process using three environment types: indoor in the kindergarten, outdoor in the forest, and indoor in the FabLab maker space. The aim was to explore children’s learning in these three different environments. The following research question was formulated: How does children’s understanding of healthy food develop during the playful making process? Sixteen children, aged 4–5 years, participated in the playful making process, which followed a narrative, instructed by the Owl (a hand puppet), who needed the children’s help. The data were collected through video-recording, photographs, and photo-elicitation interviews.
The results reveal that children’s understanding of healthy food increased clearly during the process. By the end of the process they could, without hesitation, categorize foods as healthy or unhealthy. Children learn a given topic easily, even at the conceptual level, when the activities are repeated in different playful making activities and environments.
Gradually increasing children’s autonomy in collaboration, activities, and creativity is useful.
The results are applicable for researchers and practitioners in the field of early childhood and elementary level education.
Bookmarks Related papers MentionsView impact
Huttunen, A-L. & Kokkonen, A-M. (toim.) Koulutuksen kulttuurit ja hyvinvoinnin politiikat. Verkkojulkaisu. Kasvatustieteen päivät 2005. 17.–18.11.2005 Jyväskylässä. Jyväskylä: Suomen kasvatustieteellinen seura, 365–372, 2005
This article aims to analyse the significance of experientiality, emotionality and sensationality... more This article aims to analyse the significance of experientiality, emotionality and sensationality in network-based mobile education (NBME). It also looks closely into these concepts as potential affordances in the teaching–studying–learning (TSL) processes. In our previous article (Lehtonen, Hyvönen & Ruokamo, to appear), we demonstrated, on the basis of a theoretical analysis and empirical data, that emotional processes are crucial for studying and learning and should thus be taken into serious account in NBME as well. Emotional factors have a strong impact on the ways one teaches, studies and learns, and on the issue whether one remembers what was taught, studied and supposedly learned. We examined NBE group dynamics in network-based education from the viewpoint of shared emotional states and the NBE conveyance of emotions. The ability to empathise, entering into another person's role, and emotional reciprocity are essential factors generating a shared mutual emotional state (Chayko, 2002). Emotional, study-related situations were also analysed from the perspective of one's cognitive and emotional load as well as via situational anxiety and situational pleasure. 'Experiential' usually pertains to experience or personal observation, instead of obtained from reasoning. In this sense, experiential always refers to a personal reality as seen by individuals. In our context, experientiality is enriched with emotions, so as to imply strong, personally-coloured feelings, even sensations. By 'emotional' we mean mental activity comparable with perception, thinking, language and learning, which also produces feelings. In this paper, we argue that it is essential to examine experientiality and emotionality related to part of network-based mobile education and as dormant affordances vis-à-vis TSL processes. An affordance is a property of an object, or a feature of the immediate environment, that indicates how that object or feature can be interfaced with (Gibson 1966; 1979). We firmly argue that these affordances can and should be made dominant in a way that fully benefits a human being's potentiality as a committed , self-directed individual. We also look into how expressing emotions and feelings can be beneficially incorporated as part of an individual's teaching–studying–learning processes. Emotions represent an individual-level system that provides us with valuable information about the state of our own bodies and the relationship of ourselves and our bodies with ongoing activity (Siegel 1999; Simonov 1981), such as studying. We always assess, in all activity, our knowledge and acts also emotionally, even though we do not always notice it.
Bookmarks Related papers MentionsView impact
Seminar.Net, 2018
Various digital devices not only provide students’ Internet connections but also create more oppo... more Various digital devices not only provide students’ Internet connections but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research has shown that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Pedagogical use of digital technologies can support student-centered and collaborative learning and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences and provide answers for the following research questions: 1) Which factors trigger students’ interest in learning in digital environments? 2) What kinds of learning environments have been used for exploring triggers? The systematic literature review (SLR) methodology has been used in this study. The results indicate that three factors employed in computer environments, including scaffolding, collaboration, and perceived ease of use, can be the most efficient ways to trigger students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in the successful integration of digital technologies in learning environments and the teaching process.
Bookmarks Related papers MentionsView impact
Education in the North, 2018
This study aimed to find out the ways in which teachers’ and students’ agency emerge in outdoor l... more This study aimed to find out the ways in which teachers’ and students’ agency emerge in outdoor learning and in which ways students’ agentic engagement could be promoted and supported. Outdoor learning is defined here as cognitive, emotional, social, physical and educational processes designed for and taking place in natural contexts. The study was conducted during a three-day hiking course taking place in the wilderness of Finnish Lapland. The participants were 21 upper elementary students and their two teachers. The research data consists of qualitative interviews recorded during the hiking trip, audio-recorded field notes and students’ digital diaries. The data were analyzed qualitatively. The findings indicate four aspects of students’ agentic engagement, which are promoted through teachers’ agency emerging through evoking past experiences, future orientations and being closely engaged with the present. The results provide evidence to support developing outdoor learning pedagogies particularly in terms of promoting generic skill development, students’ sense of agency and self-directed learning in authentic settings
Bookmarks Related papers MentionsView impact
Digital pedagogy means applying new technologies to teaching and learning in online, hybrid and f... more Digital pedagogy means applying new technologies to teaching and learning in online, hybrid and face-to-face learning environments. Digital open badges, a set of micro-credentials, support equal and egalitarian competence-based assessment models. Criterion-based digital badging combined with gamification promise learning solutions that have the potential to improve learning outcomes substantially. The aim of this study is to investigate how a competence-based assessment process in an open badge management system enhances learning and guides students to improved learning outcomes. The theoretical framework is focused on concepts of gamification and instructional badging. Data were collected in 2016 from group interviews (n=6) of trained Finnish professional teachers (n=17) along with students in vocational teacher education (n=12) who earned 645 badges over one year in the Professional Development (PD) program, Learning Online. Inductive thematic analysis revealed several significant features of competence-based assessment and badge management, which reflected the students' individual experiences of the optimal form and frequency of assessments, feedback, guidance and advice. The preliminary results of this study emphasise the importance of open study groups and the option of joining and leaving the learning network freely. Shared expertise and shared learning experiences increase cohesion within freely formed study groups. The results of this study show the challenges and opportunities involved in badge management from the perspective of digital guidance and gamification, providing additional insight into the design and development of badge-driven learning in the future. This paper suggests that researchers should consider using a badge management application as an environment to guide badge-driven learning.
Bookmarks Related papers MentionsView impact
We need to know what it means to be an expert in working life today. Universities are often accus... more We need to know what it means to be an expert in working life today. Universities are often accused of neglecting the basic idea that higher education should be relevant to working life, and research on the subject of expertise in today’s workplace is lacking. Thirteen experts from different fields were interviewed and the obtained data were analysed using grounded theory as an analytical approach. The research questions were: (1) How do experts define expertise? (2) What kind of problems persist in their work? and (3) How are ‘routine’ and ‘adaptive’ expertise performed? The results revealed that expertise is more a social and collaborative phenomenon than an individual property. Experts develop new solutions and seek constant learning in their work. They excel at spontaneous problem solving. These findings suggest that, to prepare students to become experts, deliberate learning and practice should be provided within a framework of collaborative problem solving.
Bookmarks Related papers MentionsView impact
Virtuaalimuskarin taigaa, Varhaisiän musiikkikasvatus verkkoympäristössä (toim. Irene Alsti-Lehtonen toim.), 2017
Bookmarks Related papers MentionsView impact
Introduction. Teachers in Finland are demanded to develop students’ competencies in information l... more Introduction. Teachers in Finland are demanded to develop students’ competencies in information literacy. However, they can meet this demand only by collaborating with public librarians. The aim in this case study was to explore the perspectives of teachers, librarians and students in a problem-based project and to analyse the advantages and challenges of collaboration between teachers and librarians.
Methods. Teachers and librarians together designed and implemented a learning project in a secondary school, where triangulation of data collection took place: group interviews with four teachers and two librarians and a questionnaire for forty students.
Analysis. The interviews and questionnaires were categorized and analysed by means of qualitative content analysis, using QSR NVivo 10. The categorization followed theory-based procedures.
Results. The study reveals that collaboration between teachers and librarians was rewarding, especially in joint teaching situations. Challenges were related to lack of planning time, students’ diverse skill levels and, to some degree, to the unclear roles of teachers and librarians. The study resulted in a model for integrating information literacy with problem-based learning.
Conclusion. The new model produces new understanding of the characteristics and critical points of the collaboration and clarifies how information and communications technology (ICT) can be used to support student-centred, problem-based learning processes facilitated and instructed by teachers and public librarians located in physically separated places.
Bookmarks Related papers MentionsView impact
Teachers and educators in different domains and educational levels attempt to motivate and engage... more Teachers and educators in different domains and educational levels attempt to motivate and engage students through learning and interaction. Teachers and educators often think that students either have interest or not, but they might not recognize that interest can be aroused by features of environments, by designing an array of teaching and learning and by different activities. The aim of this research is to explore the significant triggers among higher education students (n=74) in a socio-digital environment. The data consists of students’ online discussion posts (N=68), group discussion syntheses (N=10), and essays (N=21). The content analysis identified significant triggers, and categories were clustered. The results show that the most significant triggers are collaboration, topic, and feedback. The results reveal a new understanding for a collaborative learning framework. Findings from the present study suggest that teachers and educators in different domains and levels need to pay more attention to triggers in collaborative learning, particularly in socio-digital contexts.
Bookmarks Related papers MentionsView impact
The aim of this mixed-method study was to explore connections between student satisfaction and te... more The aim of this mixed-method study was to explore connections between student satisfaction and teacher engagement in a playful learning environment (PLE). Altogether, 331 students and 15 teachers were involved in a playful learning designed to establish a novel learning environment enhanced with the use of digital technologies. The data consisted of a student satisfaction survey, teacher interviews and the teachers' blog diaries. The findings indicate that differences in teachers' pedagogical and emotional engagement in playful learning can partially explain differences in student's satisfaction with the PLE.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Despite the numerous studies on social interaction in collaborative learning, little is known abo... more Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by two different types of virtual learning environment. Through a qualitative case study, we examined how students interacted with each other while working with collaborative tasks. Results indicate that interaction in collaborative situations was more often group-related than task-related. Group-related interaction concentrated mostly on coordination of group work, such as planning and organising group activities. Task-related interaction was mostly in the form of comments or answers to earlier messages. However, there were differences in the interaction forms according to the learning environment. The results of this study provide teachers, educators and educational coordinators guidelines for how to organise and enhance successful collaborative learning both virtually and face-to-face.
Bookmarks Related papers MentionsView impact
This paper is focused on understanding Internet use and comparing cross-cultural differences acco... more This paper is focused on understanding Internet use and comparing cross-cultural differences according to the contents and preferences of the websites that are most visited by two groups of university students from Finland (n = 30) and Mexico (n = 30). The following research is an exploratory qualitative study with some basic statistics. A questionnaire was used in this study as a data collection instrument. The findings show that in both groups, university students prefer websites about social networking (Facebook), sending email (MSN), videos (YouTube), multiplatform applications (Google), educational sites (University of Oulu), and wikis (Wikipedia). This demonstrated that both groups have an interest in sharing ideas and meeting friends. The differences reveal that Finnish students use their university's website more regularly than the Mexican student respondents and that they tend to implement their ideas more often. Furthermore, this study explored how university students use the Internet and what type of influence the Internet has on them. The emotional effects suggest that almost quarter of students reported using the internet to escape negative feelings, such as depression or nervousness. The findings provide information for university teachers about students' habits and prior knowledge regarding Internet use for educational purposes. The information will be helpful when designing learning and teaching in multicultural student groups.
Bookmarks Related papers MentionsView impact
Aikuisten ja ikääntyneiden mediakasvatuksen teoreettisia lähtökohtia, mediataitoja sekä menetelmi... more Aikuisten ja ikääntyneiden mediakasvatuksen teoreettisia lähtökohtia, mediataitoja sekä menetelmiä on pohdittu ja tutkittu vähemmän kuin nuorempien vastaavia. Yhdistämme artikkelissamme aiemman, osittain niukan ja pirstaleisen tutkimuskirjallisuuden näkökulmia yleiskatsaukseksi, joka auttaa lukijaa hahmottamaan aikuisten ja ikääntyneiden mediakasvatuksen kokonaisuutta.
Vastaamme katsauksessamme seuraaviin kysymyksiin: Millaista on aikuisten ja ikääntyneiden median sekä tieto- ja viestintätekniikan käyttö? Millaisia ovat heidän mediataitonsa sekä tieto- ja viestintätekniikan käyttötaitonsa? Miten
taitojen oppimista voidaan edistää?
Artikkelin lopuksi esitämme johtopäätöksinämme toimintalinjoja ja -tapoja aikuisten ja ikääntyneiden käytännön
mediakasvatukselle ja sen tutkimukselle.
Bookmarks Related papers MentionsView impact
Teoksessa E. Marjomaa & M. Marttunen (Toim.)., Kognitiivisen verkkopedagogiikan erityiskysymyksiä (ss. 91–116). Joensuu: Joensuu University Press., 2005
Tässä artikkelissa tarkastellaan emootioiden merkitystä opetus, opiskelu- ja oppimisprosesseissa.... more Tässä artikkelissa tarkastellaan emootioiden merkitystä opetus, opiskelu- ja oppimisprosesseissa. Tavoitteena on osoittaa sekä teoreettisen tarkastelun että empiirisen aineiston perusteella, että emotionaaliset prosessit ovat keskeisiä ihmisen toiminnassa. Tarkastelemme ensisijaisesti verkko-opetusta, mutta artikkelissa keskustellaan myös joiltain osin lasten ja aikuisten leikillisyydestä ja pelillisyydestä osana laadukasta opiskelu- ja oppimisprosessia. Empiirisen aineiston esimerkit on kerätty vuoden 2002-2003 aikana kognitiotieteen Connet -hankkeen verkkokursseilta seuraavasti: Kasvatus, organisaatiot ja kulttuuri –opintojakson Minä oppijana-kirjoitukset (N=12) sekä Oppiva organisaatio ja pienryhmädynamiikka (N=28) –opintojakson aikana opiskelijoiden välittämät, opiskeluun liittyvät sähköpostiviestit (sp.).
Bookmarks Related papers MentionsView impact
YHTENÄISTYVÄT JA ERILAISTUVAT POLUT OPPIMISEN JA KOULUTUKSEN ERI VAIHEISSA
Havu-Nuutinen, S. & Heiskanen, M. (Toim.) Kasvatustieteen päivien 2004 verkkojulkaisu (pp. 12-27)
Bookmarks Related papers MentionsView impact
Uploads
Papers by Pirkko T Siklander (earlier Hyvönen)
Keywords: emotionality, experientiality, sensationality, affordances, embodiment, network-based education (NBE), network-based mobile education (NBME), teaching–studying–learning process
We designed a playful making process using three environment types: indoor in the kindergarten, outdoor in the forest, and indoor in the FabLab maker space. The aim was to explore children’s learning in these three different environments. The following research question was formulated: How does children’s understanding of healthy food develop during the playful making process? Sixteen children, aged 4–5 years, participated in the playful making process, which followed a narrative, instructed by the Owl (a hand puppet), who needed the children’s help. The data were collected through video-recording, photographs, and photo-elicitation interviews.
The results reveal that children’s understanding of healthy food increased clearly during the process. By the end of the process they could, without hesitation, categorize foods as healthy or unhealthy. Children learn a given topic easily, even at the conceptual level, when the activities are repeated in different playful making activities and environments.
Gradually increasing children’s autonomy in collaboration, activities, and creativity is useful.
The results are applicable for researchers and practitioners in the field of early childhood and elementary level education.
Methods. Teachers and librarians together designed and implemented a learning project in a secondary school, where triangulation of data collection took place: group interviews with four teachers and two librarians and a questionnaire for forty students.
Analysis. The interviews and questionnaires were categorized and analysed by means of qualitative content analysis, using QSR NVivo 10. The categorization followed theory-based procedures.
Results. The study reveals that collaboration between teachers and librarians was rewarding, especially in joint teaching situations. Challenges were related to lack of planning time, students’ diverse skill levels and, to some degree, to the unclear roles of teachers and librarians. The study resulted in a model for integrating information literacy with problem-based learning.
Conclusion. The new model produces new understanding of the characteristics and critical points of the collaboration and clarifies how information and communications technology (ICT) can be used to support student-centred, problem-based learning processes facilitated and instructed by teachers and public librarians located in physically separated places.
Vastaamme katsauksessamme seuraaviin kysymyksiin: Millaista on aikuisten ja ikääntyneiden median sekä tieto- ja viestintätekniikan käyttö? Millaisia ovat heidän mediataitonsa sekä tieto- ja viestintätekniikan käyttötaitonsa? Miten
taitojen oppimista voidaan edistää?
Artikkelin lopuksi esitämme johtopäätöksinämme toimintalinjoja ja -tapoja aikuisten ja ikääntyneiden käytännön
mediakasvatukselle ja sen tutkimukselle.
Keywords: emotionality, experientiality, sensationality, affordances, embodiment, network-based education (NBE), network-based mobile education (NBME), teaching–studying–learning process
We designed a playful making process using three environment types: indoor in the kindergarten, outdoor in the forest, and indoor in the FabLab maker space. The aim was to explore children’s learning in these three different environments. The following research question was formulated: How does children’s understanding of healthy food develop during the playful making process? Sixteen children, aged 4–5 years, participated in the playful making process, which followed a narrative, instructed by the Owl (a hand puppet), who needed the children’s help. The data were collected through video-recording, photographs, and photo-elicitation interviews.
The results reveal that children’s understanding of healthy food increased clearly during the process. By the end of the process they could, without hesitation, categorize foods as healthy or unhealthy. Children learn a given topic easily, even at the conceptual level, when the activities are repeated in different playful making activities and environments.
Gradually increasing children’s autonomy in collaboration, activities, and creativity is useful.
The results are applicable for researchers and practitioners in the field of early childhood and elementary level education.
Methods. Teachers and librarians together designed and implemented a learning project in a secondary school, where triangulation of data collection took place: group interviews with four teachers and two librarians and a questionnaire for forty students.
Analysis. The interviews and questionnaires were categorized and analysed by means of qualitative content analysis, using QSR NVivo 10. The categorization followed theory-based procedures.
Results. The study reveals that collaboration between teachers and librarians was rewarding, especially in joint teaching situations. Challenges were related to lack of planning time, students’ diverse skill levels and, to some degree, to the unclear roles of teachers and librarians. The study resulted in a model for integrating information literacy with problem-based learning.
Conclusion. The new model produces new understanding of the characteristics and critical points of the collaboration and clarifies how information and communications technology (ICT) can be used to support student-centred, problem-based learning processes facilitated and instructed by teachers and public librarians located in physically separated places.
Vastaamme katsauksessamme seuraaviin kysymyksiin: Millaista on aikuisten ja ikääntyneiden median sekä tieto- ja viestintätekniikan käyttö? Millaisia ovat heidän mediataitonsa sekä tieto- ja viestintätekniikan käyttötaitonsa? Miten
taitojen oppimista voidaan edistää?
Artikkelin lopuksi esitämme johtopäätöksinämme toimintalinjoja ja -tapoja aikuisten ja ikääntyneiden käytännön
mediakasvatukselle ja sen tutkimukselle.
components that vary slightly for girls and boys. Both genders seek excitement and amusement in their play experiences. Study III explored teacher’s expectations of PLEs. The results revealed that teachers expect PLEs to offer activities beneficial to understanding and learning that cannot be implemented in classrooms. Study IV explored teacher’s views on play in the school context. Different types of play used in schools were distinguished. The role of teachers in play can be as a leader, allower, or afforder. Study V explored collaborative play (ColPlay) between genders in the school context. The data indicated that the most effective forms of ColPlay are role-play and outdoor play, but gender collaboration needs to be practiced. The overall purpose of this research was to consider the results of the studies from a higher theoretical level, using the concept of affordance. The most significant results were as follows: (1) The use of PLE with the pedagogical models presented in this study encouraged the integration of play and the curriculum with formal and informal learning environments. (2) For children, PLEs afford playful learning through physical activities that provide various emotional experiences in a natural environment. Affordances included an increase in learning outcomes, social interaction, and school enjoyment. Playfulness in learning provides embodiment, emotion, collaboration, action, narration, creativity, insight, authenticity, and concretization. (3) PLEs afford meaningful ways to use technology in teaching and learning. (4) Preventing affordances included teacher’s concerns that they may become overloaded and require additional technical skills. Playful learning environments in which children interact with teachers provide various possibilities for perceiving hidden affordances. Complex environments can provide hidden affordances and thus, learning through play.
Teacher training should consider these results when teaching pedagogical methods.
Key words: playful learning environment, affordance, playfulness, pedagogical model, curriculum, pre-primary and basic education, grounded theory
Hyvönen Pirkko Affordances of Playful Learning Environment for Tutoring Playing and Learning Rovaniemi: University of Lapland 2008, 283 p. Acta Universitatis Lapponiensis 152 Dissertation: University of Lapland, Faculty of Education, Centre for Media Pedagogy ISSN 0788-7604 ISBN 978-952-484-262-4