MAAAD for Learning: The Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework

• In Event: Poster Session 3
  In Poster Session: Exploring the Current Landscape of Technology, Instruction, Cognition, and Learning

Abstract

This exploratory qualitative study investigated the presence of and relationships among attributes, affordances, abilities, and distance during children’s interactions with educational technology. Ten fifth-grade children each participated in a one-to-one interview session involving interactions with two mathematics virtual manipulative iPad apps and responding to follow-up questions. Iterative analysis of video recordings and field notes provided evidence of each construct and relationships among the constructs. Emergent themes included categorization, alignment, and modification of attributes, variations and interrelationships among affordance-ability relationships, and identification of and interactions among distance types. Synthesis led to development of the Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning framework which models these constructs in user-tool interactions, serving developers, implementers, and researchers of educational technology tools.

Author

• Stephen I. Tucker, Virginia Commonwealth University