- London Knowledge Lab
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Sara Price
UCL Institute of Education, London Knowledge Lab, Faculty Member
- I am Professor of Digital Learning based at UCL Knowledge Lab, University College, London. I have a background in psy... moreI am Professor of Digital Learning based at UCL Knowledge Lab, University College, London. I have a background in psychology, with extensive experience in HCI. My research interests focus on the role of digital technologies (as external tools that offer new opportunities for interaction and cognition) for learning, teaching and training in school and health related education. Much of my work involves the design, development and evaluation of emerging digital technologies (mobile, tangible, sensor), exploring ways in which they can enhance learning through mediating new forms of thinking and reasoning; and the development of methodological approaches in HCI.edit
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Research Interests: Psychology, Computer Science, Human Computer Interaction, Literacy, Computers in Education, and 9 moreTouch Screen, Computer Education, Digital technologies in early childhood settings, Affordance, Touch Interaction, Early literacy practices with print and digital technologies, Ipads in Early Childhood, EDUCACIÓ INFANTIL, and Aprenentatge
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To explore methods of analysing physical interaction in digital learning environments. In particular, the role of gesture, action with objects and body posture will be explored in relation to key themes including: 1) Collaboration... more
To explore methods of analysing physical interaction in digital learning environments. In particular, the role of gesture, action with objects and body posture will be explored in relation to key themes including: 1) Collaboration and communication 2) Cognition and meaning making 3) Digital literacy Methodological Issues of coding, sampling, the development of research hypothesis, and the application of concepts of embodiment will be discussed.
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ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or... more
ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is ...
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The social and sensory aspects of touch are critical for human communication, yet the challenges of haptic technology development and a focus on the technological means that digital touch communication often fails to realise the potential... more
The social and sensory aspects of touch are critical for human communication, yet the challenges of haptic technology development and a focus on the technological means that digital touch communication often fails to realise the potential and promise of touch. The Manifesto for Digital Social Touch in Crisis responds to this through a call to action to rethink and reimagine digital touch. It offers 10 provocative statements as a resource for how haptic designers, developers and researchers might rethink and reimagine the social and sensory aspects of touch, and foreground these more in design.
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Digitally mediated touch is an emerging and significant area for technology and therefore for design and design education. However, the design of digital touch is a challenge, especially for novice designers, compounded by low awareness... more
Digitally mediated touch is an emerging and significant area for technology and therefore for design and design education. However, the design of digital touch is a challenge, especially for novice designers, compounded by low awareness and understanding of the sociality of touch and the complexity of communicating felt sensations. This paper presents a qualitative study of a two-part educational intervention on the design of digital touch using a design-based research methodology. Findings are presented and discussed on the design challenges faced by novice designers in relation to touch and digital touch (the focus of part one of the intervention) and the development and piloting of the Designing Digital Touch (DDT) toolkit (the outcome of part two). The paper discusses how the toolkit can be used to foster and support novice designers to respond to the future facing complexity of digital touch design.
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This article makes legible emergent social imaginaries of digital touch for remote communication in personal relationships, with attention to digital touch interfaces. It draws on data from rapid prototyping research workshops with... more
This article makes legible emergent social imaginaries of digital touch for remote communication in personal relationships, with attention to digital touch interfaces. It draws on data from rapid prototyping research workshops with apprentice professionals embedded within digital communication. Touch is discussed with respect to four analytical themes: materiality, body, emplacement and temporality. We illustrate how participants’ past and present experiences and future visions of remote digital touch thread through these themes and weave together to form a hegemonic, emergent sociotechnical imaginary of digital touch. The article contributes to social debates within digital personal remote communication by foregrounding touch, the material and the sensorial. The article’s novel interdisciplinary framework (combining design-based rapid prototyping with a multimodal and multi-sensorial analysis within the frame of the sociotechnical imaginary) also contributes to methodology around f...
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This chapter starts with the premise that exploring the meaningful connections that people make and the learning that can occur through embodied activities is a productive approach to research and design. We have independently led... more
This chapter starts with the premise that exploring the meaningful connections that people make and the learning that can occur through embodied activities is a productive approach to research and design. We have independently led research and higher education instructional initiatives that have leveraged theories of embodiment to create new interactive designs and a new community of scholarship that takes seriously the role of physical engagement and the situatedness of learning. In this chapter we describe some of these initiatives and attempt to make salient the ways that the embodiment perspective unites a diverse set of educational practices, and creates a fertile space for discovery and innovation.
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Towards a framework for investigating tangible environments for learning
The article reflects on the status of the "British Journal of Educational Technology (BJET)" amid the continued global disruption due to the Covid-19 pandemic. Topics include the difficulty in securing reviewers faced by the... more
The article reflects on the status of the "British Journal of Educational Technology (BJET)" amid the continued global disruption due to the Covid-19 pandemic. Topics include the difficulty in securing reviewers faced by the journal during the pandemic, a significant increase in its impact factor in the new year 2022, and information on its one-year BJET Early Career International Fellowship.
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Computer adaptive language testing offers the possibility to research and practice m-learning using ubiquitous technology. Virtual education in m-learning uses conventional Learning Objects (LO) to enable the possibility of development of... more
Computer adaptive language testing offers the possibility to research and practice m-learning using ubiquitous technology. Virtual education in m-learning uses conventional Learning Objects (LO) to enable the possibility of development of several tasks oriented towards language learning including the assessment and verification of skill improvements in second language acquisition. So far, there are few research papers on the impact of using new multimodal digital resources as LO in the design process of foreign language assessment tests through mobile devices because many English certification tests still continue to use traditional testing techniques [face-to-face and pen-and-paper assessments] combined with conventional digital environments oriented to virtual education. Learning languages requires not only new m-learning scenarios for assessment but also multimodal interactive environments to improve the user's experience during proficiency tests or language certification. Mu...
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It is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities... more
It is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities within the classroom. To overcome such difficulties, we report here the exemplary design of a novel multisensory learning environment for teaching mathematical concepts based on meaningful inputs from elementary school teachers. First, we developed and administered a questionnaire to 101 teachers asking them to rate based on their experience the learning difficulty for specific arithmetical and geometrical concepts encountered by elementary school children. Additionally, the questionnaire investigated the feasibility to use multisensory information to teach mathematical concepts. Results show that challenging concepts differ depending on children school level, thus providing a guidance to improve teaching strategies and the design of new and emergi...
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Abstract. While traditional computer-supported learning environments (ie desktop PCs) have been show to promote collaboration they have been largely constrained by the confines of a classroom setting. With the influx of wireless... more
Abstract. While traditional computer-supported learning environments (ie desktop PCs) have been show to promote collaboration they have been largely constrained by the confines of a classroom setting. With the influx of wireless technologies, new opportunities have been opened for designing novel computer-supported environments that support a wider range of collaborative interactions. For instance, collaboration can take on different forms, such as, adult-child collaboration or peer-peer collaboration, local or remote collaboration ...
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Despite the importance of touch in human–human relations, research in affective tactile practices is in its infancy, lacking in-depth understanding needed to inform the design of remote digital touch communication. This article reports... more
Despite the importance of touch in human–human relations, research in affective tactile practices is in its infancy, lacking in-depth understanding needed to inform the design of remote digital touch communication. This article reports two qualitative studies that explore tactile affective communication in specific social contexts, and the bi-directional creation, sending and interpretation of digital touch messages using a purpose-built research tool, the Tactile Emoticon. The system comprises a pair of remotely connected mitts, which enable users in different locations to communicate through tactile messages, by orchestrating duration and level of three haptic sensations: vibration, pressure and temperature. Qualitative analysis shows the nuanced ways in which 68 participants configured these elements to make meaning from touch messages they sent and received. It points to the affect and emotion of touch, its sensoriality and ambiguity, the significance of context, social norms an...
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ABSTRACT Mobile technologies are potentially important tools for teaching and learning, but their successful integration into educational contexts is currently limited. Teachers’ beliefs play a crucial role in the adoption of new... more
ABSTRACT Mobile technologies are potentially important tools for teaching and learning, but their successful integration into educational contexts is currently limited. Teachers’ beliefs play a crucial role in the adoption of new technologies and teaching approaches. Based on the design and development of a customizable smartphone application for supporting geospatial approaches to science teaching, this chapter explores how a participatory design approach and the end-product plays a role in belief change around smartphone technologies and geospatial science concepts. Issues around the design process, challenges for implementing customizable tools into teaching practice, and future research directions are discussed.
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The turn to the body in social sciences has intensified the gaze of qualitative research on bodily matters and embodied relations and made the body a significant object of reflection, bringing new focus on and debates around the direction... more
The turn to the body in social sciences has intensified the gaze of qualitative research on bodily matters and embodied relations and made the body a significant object of reflection, bringing new focus on and debates around the direction of methodological advances. This article contributes to these debates in three ways: 1) we explore the potential synergies across the social sciences and arts to inform the conceptualization of the body in digital contexts; 2) we point to ways qualitative research can engage with ideas from the arts towards more inclusive methods; and 3) we offer three themes with which to interrogate and re-imagine the body: its fragmenting and zoning, its sensory and material qualities, and its boundaries. We draw on the findings of an ethnographic study of the research ecologies of six research groups in the arts and social sciences concerned with the body in digital contexts to discuss the synergetic potential of these themes and how they could be mobilized for...
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Research on and with digital technologies is everywhere today. This timely, authoritative Handbook explores the issues of rapid technological development, social change, and the ubiquity of computing technologies which have become an... more
Research on and with digital technologies is everywhere today. This timely, authoritative Handbook explores the issues of rapid technological development, social change, and the ubiquity of computing technologies which have become an integrated part of people's everyday lives. This is a comprehensive, up-to-date resource for thetwenty-first century. It addresses the key aspects of research within the digital technology field and provides a clear framework for readers wanting to navigate the changeable currents of digital innovation. Main themes include: - Introduction to the field of contemporary digital technology research - New digital technologies: key characteristics and considerations - Research perspectives for digital technologies: theory and analysis - Environments and tools for digital research - Research challenges Aimed at a social science audience, it will be of particular value for postgraduate students, researchers and academics interested in research on digital technology, or using digital technology to undertake research.