Document Type

Conference Paper

Publication Date

2019

Publication Title

Proceedings of Society for Information Technology & Teacher Education Conference

Pages

1624-1629

Conference Name

Society for Information Technology & Teacher Education International Conference 2019, Las Vegas Nevada, March 18-22, 2019

Abstract

An after-school maker club collected student reflections on makerspace projects in different formats over two years: private written reflections captured in the 3D GameLab gamification platform and video-recorded reflections posted in the more social FlipGrid platform. Club mentors selected these documentation platforms on the basis of their motivational affordances thought to encourage club members to document their work. Transcribed documentation was analyzed using Linguistic Inquiry Word Count (LIWC) software to generate linguistic profiles for comparison. Differences between written and video-recorded documentation suggest: private, written documentation is more likely to capture evidence of cognitive processing and achievement- or risk-oriented drives, but may be more negative in tone; semi-public, video documentation is more likely to capture evidence of social affiliation-oriented drives and may be more positive in tone. Future research should investigate linguistic impacts given merged approaches of reflective writing for social spaces, or reflective writing in social groups.

Comments

Copyright by AACE. Reprinted with permission of AACE (http://www.aace.org).

Original Publication Citation

Oliver, K., Houchins, J. & Moore, R. (2019). Informing recommended makerspace outcomes through linguistic analytics. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1624-1629). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/207861/.

ORCID

0000-0002-5645-9297 (Moore)

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