2021
Aura, Isabella; Hassan, Lobna; Hamari, Juho
My School Is Hogwarts: Students' Social Behavior in Storified Classes Proceedings Article
In: Bujić, Mila; Koivisto, Jonna; Hamari, Juho (Ed.): Proceedings of the 5th International GamiFIN Conference Levi, Finland, April 7-9, 2021, pp. 11-20, CEUR-WS, 2021, ISSN: 1613-0073.
Abstract | Links | Tags: Classroom design, Learning environment, Social behaviour, Storification
@inproceedings{Aura2021b,
title = {My School Is Hogwarts: Students' Social Behavior in Storified Classes},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
editor = {Mila Bujić and Jonna Koivisto and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202106296122},
issn = {1613-0073},
year = {2021},
date = {2021-04-07},
booktitle = {Proceedings of the 5th International GamiFIN Conference Levi, Finland, April 7-9, 2021},
pages = {11-20},
publisher = {CEUR-WS},
abstract = {For decades, educators have been exploring various ways to, not only educate, but also to create engaging classrooms and to foster positive social experiences amongst students. To these ends, many educators have now taken steps towards utilizing storification in their pedagogy and classrooms in order to appeal students and positively impact their social relationships. Research, however, is lacking around how storification impacts students' social communities. Through grounded theory methods, 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter story theme, this research implies that storification can hinder bullying and students' antisocial behavior. The values and messages teachers delivered through the employed story and change of learning environment and pedagogy manifested teacher dedication and effort to students, which fostered their prosocial behavior in the school.},
keywords = {Classroom design, Learning environment, Social behaviour, Storification},
pubstate = {published},
tppubtype = {inproceedings}
}
For decades, educators have been exploring various ways to, not only educate, but also to create engaging classrooms and to foster positive social experiences amongst students. To these ends, many educators have now taken steps towards utilizing storification in their pedagogy and classrooms in order to appeal students and positively impact their social relationships. Research, however, is lacking around how storification impacts students' social communities. Through grounded theory methods, 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter story theme, this research implies that storification can hinder bullying and students' antisocial behavior. The values and messages teachers delivered through the employed story and change of learning environment and pedagogy manifested teacher dedication and effort to students, which fostered their prosocial behavior in the school.
Aura, Isabella; Hassan, Lobna; Hamari, Juho
Teaching Within a Story: Understanding Storification of Pedagogy Journal Article
In: International Journal of Educational Research, vol. 106, pp. 101728, 2021, ISSN: 0883-0355.
Abstract | Links | Tags: Learning environment, Pedagogy, Storification, Teaching practices
@article{Aura2021,
title = {Teaching Within a Story: Understanding Storification of Pedagogy},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202107096263},
doi = {10.1016/j.ijer.2020.101728},
issn = {0883-0355},
year = {2021},
date = {2021-01-06},
journal = {International Journal of Educational Research},
volume = {106},
pages = {101728},
abstract = {Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.},
keywords = {Learning environment, Pedagogy, Storification, Teaching practices},
pubstate = {published},
tppubtype = {article}
}
Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.
2020
Korhonen, Tiina; Tiippana, Netta; Laakso, Noora; Meriläinen, Mikko; Hakkarainen, Kai
2020.
Links | Tags: Education, Learning environment, Sociodigital participation
@other{Korhonen2020,
title = {Growing Mind: Sociodigital Participation in and out of the School Context. Students' Experiences 2019},
author = {Tiina Korhonen and Netta Tiippana and Noora Laakso and Mikko Meriläinen and Kai Hakkarainen},
url = {http://hdl.handle.net/10138/322143},
doi = {10.31885/9789515150189},
isbn = {978-951-51-5017-2},
year = {2020},
date = {2020-12-10},
publisher = {University of Helsinki},
keywords = {Education, Learning environment, Sociodigital participation},
pubstate = {published},
tppubtype = {other}
}