Multimodal Making: A Framework for Understanding the Implicit Learning Affordances of Different Digital and Physical Maker Tool Kits

• In Event: Structured Poster Session: Analytical Frameworks to Advance the Study of Making: Themes in Research and Development on Makerspaces

Abstract

Objectives and theoretical framework
This study focuses on making with multiple physical and digital maker toolkits (such as Scratch, the Makey Makey, and the Lilypad Arduino) with different affordances for different interests and domains (Richard & Giri, 2017). It provides a framework for analyzing computational thinking, interest-driven learning, and changing perceptions, building upon and integrating previous analytical approaches. Brennan and Resnick’s (2012) framework of computational thinking (concepts, practices and perspectives) was used to look at understanding and application of computational thinking within Scratch projects, and design practices. Kafai and colleagues’ (2014) framework was integrated to examine student’s final circuit designs, wiring and sewing and analyze their use of input/output; digital and analog connections. This framework was also used to examine the use computational concepts such as sequences, loops, variables, conditionals in Arduino codes and analyze changes in students’ perception of computing.
Methods and Data Sources
Seventeen high school students engaged in an eight-week Maker workshop in order to develop integrated wearable game controllers by combining physical artifacts (Arduino, Makey Makey) and digital artifacts (Scratch and Modkit). We provide a detailed case study of one youth team’s process utilizing our framework, which incorporated a multimodal analysis of students’ final artifacts. Block coding analysis and frequency analysis based on Maloney et al.’s (2008) analysis was integrated to understand the computational concepts used. Circuit design was inductively analyzed to look at use of computational concepts, practices, connection and wiring, use of input/output; digital and analog connections, and control flow. Interviews and analytical memos were examined to look at the use of computational, interest-driven and creative practices during the design process. Interviews were also analyzed to understand changes in the relevance and perceptions of computing (Kafai, et al, 2014) and computational perspectives (Brennan & Resnick, 2012).
Results and Conclusion
This framework incorporated a multimodal analysis of youth’s collaborative design process and various dimensions of the final wearable game controller such as circuit design, and Scratch coding. By incorporating our framework, we were able to provide a more detailed account of the computational concepts, practices and perspectives, as well as shifts in learners’ perceptions of computing in their lives. We were also able to provide support for the purposeful integration of multiple maker tools with different implicit interests and learning affordances to increase diversity and authenticity in making (Richard & Giri, 2017). While not all learners expressed interest in computing careers, most had a better understanding of the diversity of computing practices and were better able to express the ways computing could be applicable to their other interests.
Scholarly significance
While some initial studies have explored computational thinking involved in either coding or circuitry, particularly with Scratch and e-textiles, this study extends this work by providing a framework to analyze computational thinking in projects that integrate multiple digital and physical artifacts. Further, there is value for teaching a curriculum on multimodal making, because it taps into various interests and skills, encourages collaboration, and widens learners’ view of computing, crafting, design and making.

Authors

• Gabriela T. Richard, The Pennsylvania State University

• Sagun Giri, The Pennsylvania State University - University Park