Using Activity Theory to Understand How Technology Mediates the Relationship Between Subject-Matter Experts and Teachers During Design of Project-Based Learning Modules

• In Event: 75.030 - Designing for Complex Reasoning in STEM

Abstract

This process of designing project-based learning is often time-consuming and inefficient for teachers. To address this issue, virtual internship author (VIA) is a learning environment designed to support the design and development of STEM-based project-based implementations. Specifically, the software is designed to scaffold (a) the instructional design process. However, it is unclear from a human-computer interaction perspective how the software mediates the relationship between subject-matter experts, teachers, and students. Using activity theory, this study investigates how VIA support subject-matter experts consider the required (a) rules (b) community, and (c) division of labor as they design project-based learning modules. Results found that subject-matter experts struggled to design with the rules and community, but were more comfortable with the division of labor

Authors

• Andrew Tawfik, University of Memphis

• Arthur C. Graesser, The University of Memphis

• Pooja Garg, University of Memphis