This paper, to be presented at the Interaction Design and Children conference, reports on middle school students’ uses of a novel tool for creating data-based memes, and how it supported their personal and social connections to data. Check it out! Vacca, R., DesPortes, K., Tes, M. Silander, M., Amato, A., Matuk, C., Woods, P. J. … Continue reading What data memes to students
This study from the DLTA project explores how middle school students used photography to reframe representations of their neighborhood, as told through public data. It will be presented at the 2022 Annual meeting of the International Society of the Learning Sciences. Amato, A., Matuk, C., DesPortes, K., Silander, M., Tes, M., Vacca, R., & Woods, … Continue reading Youth using photography to reframe data stories of their neighborhoods
This study from the DLTA project received an honorable mention at CHI 2022. It examined how students used comics to make sense of their own friendship experiences in relation to those of other youth like them. Vacca, R., DesPortes, K., Tes, M., Silander, M., Matuk, C., Amato, A., Woods, P. (2022). “I happen to be … Continue reading Socio-emotional reasoning through data and comics (winner of an CHI 2022 honorable mention!)
This short paper from the StudyCrafter project describes findings from a youth workshop we developed on participatory storytelling. It will be presented at the 2022 Annual meeting of the International Society for the Learning Sciences. Matuk, C., Amato, A., Sui, J., Sutherland, S. & Harteveld, C. (2022). Inform, empathize, inquire: How youth use participatory storytelling … Continue reading Interactive fiction for social inquiry
Image Credit: Data Journalism Handbook, Open Knowledge Foundation (CC BY 2.0) Stories are widely recognized as accessible ways for personally connecting to, and thinking critically about data and its implications. But what exactly is a data story? How can it be integrated into classroom settings, which tend to be constrained to focus narrowly on quantitative … Continue reading Data Storytelling in the Classroom
In this short paper from the DLTA project, presented at the conference of the International Society for the Learning Sciences, we describe insights about the potential for integrating the arts into data science education based on our first classroom implementation. Matuk, C., DesPortes, K., Amato, A., Silander, M., Vacca, R., Vasudevan, V. & Woods, P.J. … Continue reading Data literacy through art: A first foray
This ISLS poster from the MindHive project describes a classroom pilot study of our citizen science platform, on which high school students generated brain and behavior research studies on their questions related to the COVID-19 pandemic. Vasudevan, V., Matuk, C., Bumbacher, E., Davidesco, I., Dikker, S., Sadhukha, S., Chaloner, K., Burgas, K., Martin, R. & Shevchenko, … Continue reading Probing the pandemic with citizen science
We presented a poster at the 2019 Annual Meeting of the American Educational Research Association in Toronto. It analyzes student projects created in StudyCrafter, and argues for using interactive fiction as a framework for designing robust research studies on human behaviour. Check it out here: Matuk, C., Sutherland, S., Althoff, W., Snodgrass, S. *Partlan, N. … Continue reading How is research like interactive fiction?
We presented two posters on our youth game design workshops at the University College of London’s Institute of Education, during ICLS 2018. The conference itself was one of three related conferences co-occurring during the London Festival of Learning. Hovey, C., Matuk, C. & Hurwich, T. (2018, Jun 23-27). “If you add too much science it … Continue reading Findings from youth game design workshops get their world premiere at ICLS 2018
At AERA 2018 in New York City this April, I participated in a symposium that brought together researchers from around the world whose work was centered on the Knowledge Integration framework. My own contribution, “This is what I want.” Technology co-design as a mirror on teachers’ science inquiry practices,” reported findings from a co-design session during … Continue reading What teachers want: Using co-design as a mirror
