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Dive into the research topics where Victor R. Lee is active.

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Featured researches published by Victor R. Lee.


International Journal of Game-Based Learning (IJGBL) | 2011

Collaborative strategic board games as a site for distributed computational thinking

Matthew Berland; Victor R. Lee

ABStrAct This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative – that is, a game requires that players work in joint pursuit of a shared goal – the computational thinking is easily observed as distributed across several participants. This raises the possibility that a focus on such board games are profitable for those who wish to understand computational thinking and learning in situ. This paper intro-duces a coding scheme, applies it to the recorded discourse of three groups of game players, and provides qualitative examples of computational thinking that are observed and documented in Pandemic. The primary contributions of this work are the description of and evidence that complex computational thinking can develop spontaneously during board game play. Steinkuehler, 2006). Often, these benefits are associated with video games and other highly interactive computational media. It is largely thought that the ability to foster a sense of im-mersion is a genuine strength of video games that distinguishes them from many other learning contexts (Shelton & Wiley, 2007).Still, there are reasons to suspect that some of the generative potential of games is not re-stricted to those that take place on a computer platform. At their most base level, games are systems of rules in which players operate on representations. In a computer game, those rules are generally executed and strictly enforced by


International Journal of Science Education | 2010

Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks

Victor R. Lee

Visual representations are ubiquitous in modern‐day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of representations that are photographic. Interpretive cases of individual representations over time are presented to further illustrate the continuities and changes that have taken place. Specifically, high‐fidelity images, such as photographs, are shown permeating or replacing schematic and explanatory images in the interest of promoting familiarization to students. This shifting emphasis toward familiarization is discussed as a specific cause for concern about quality and utility of representations in modern‐day US science textbooks.


International Journal of Science Education | 2012

In pursuit of consensus: Disagreement and legitimization during small group argumentation

Leema K. Berland; Victor R. Lee

In recent years, an emphasis on scientific argumentation in classrooms has brought into focus collaborative consensus-building as an instructional strategy. In these situations, students with differing and competing arguments are asked to work with one another in order to establish a shared perspective. However, the literature suggests that consensus-building can be challenging for students because their interpretations of the argumentative task and context may not enable their productive engagement with counter-arguments and evidence. In this paper, our goal is to explore the ways in which interactions of students support or inhibit their consensus-building. To that end, we examine and describe three cases that represent different ways in which initially dissenting students try to work towards a consensus with their peers. Through these cases, we demonstrate that legitimization of disparate or incorrect ideas can enable students whose arguments rely on incorrect ideas to feel that their ideas were heard and valued by the rest of their group. As such, we suggest that this legitimization is important because it can help students ‘save face’. This enables students to move away from the competitive and persuasive aspects of argumentation towards interactions that align more closely with sensemaking and consensus-building.


interaction design and children | 2013

Quantified recess: design of an activity for elementary students involving analyses of their own movement data

Victor R. Lee; Joel Drake

Recess is often a time for children in school to engage recreationally in physically demanding and highly interactive activities with their peers. This paper describes a design effort to encourage fifth-grade students to examine sensitivities associated with different measures of center by having them analyze activities during recess using over the course of a week using Fitbit activity trackers and TinkerPlots data visualization software. We describe the activity structure some observed student behaviors during the activity. We also provide a descriptive account, based on video records and transcripts, of two students who engaged thoughtfully with their recess data and developed a more sophisticated understanding of when and how outliers affect means and medians.


International Journal of Computers for Mathematical Learning | 2010

An Exploration into How Physical Activity Data-Recording Devices Could be Used in Computer-Supported Data Investigations

Victor R. Lee; Maneksha DuMont

There is a great potential opportunity to use portable physical activity monitoring devices as data collection tools for educational purposes. Using one such device, we designed and implemented a weeklong workshop with high school students to test the utility of such technology. During that intervention, students performed data investigations of physical activity that culminated in the design and implementation of their own studies. In this paper, we explore some of the mathematical thinking that took place through a series of vignettes of a pair of students engaged in analyzing some of their own activity data. A personal connection to the data appeared to aid these students in recognizing their own errors, and ultimately helped them move from a point-based analytical approach for making sense of the data to an aggregate one. From our observations of this designed learning experience, we conclude that physical activity data recording devices can afford students the opportunity to reason with personally relevant data in meaningful ways.


Technology, Knowledge, and Learning | 2013

Digital Physical Activity Data Collection and Use by Endurance Runners and Distance Cyclists

Victor R. Lee; Joel Drake

The introduction of sensor technologies to sports has allowed athletes to quantify and track their performance, adding an information-based layer to athletic practices. This information layer is particularly prevalent in practices involving formal competition and high levels of physical endurance, such as biking and running. We interviewed 20 athletes who participated in distance cycling or endurance running and also had experience using these technologies. This paper presents two cases and a number of shorter descriptive examples from these interviews that illustrate the factors salient to the introduction of these athletes to their respective sports, their continued participation in running or cycling, and their use of physical activity data. The effects of these data and logging practices among these individuals are examined, including some of the tensions that these athletes have with respect to quantifications of their performance and how they see themselves as athletic individuals in light of the increased presence of digital data. Educational implications are also discussed.


IEEE Transactions on Learning Technologies | 2016

Appropriating Quantified Self Technologies to Support Elementary Statistical Teaching and Learning

Victor R. Lee; Joel Drake; Jeffrey Thayne

Wearable activity tracking devices associated with the Quantified Self movement have potential benefit for educational settings because they produce authentic and granular data about activities and experiences already familiar to youth. This article explores how that potential could be realized through explicit acknowledgment of and response to tacit design assumptions about how such technologies will be used in practice and strategic design for use in a classroom. We argue that particular practical adaptations that we have identified serve to ensure that the classroom and educational use cases are appropriately considered. As an example of how those adaptations are realized in actual elementary classrooms, we describe an effort to provide fifth-grade students each with their own Fitbit activity trackers in the context of a multi-week unit exploring core ideas in elementary statistics. Observational descriptions and transcript excerpts of students and teachers discussing their own Fitbit data are presented to illustrate what opportunities exist to leverage youth familiarity with daily activities in a way that targets development of statistical thinking. Quantitative written test results showing learning gains and differences between traditional and wearable device-enhanced instruction are also presented. Improvement on several statistical thinking constructs is identified, including in the areas of data display, conceptions of statistics, modeling variability, and informal inference.


conference cognitive science | 2007

Conceptual Dynamics in Clinical Interviews

Bruce Sherin; Victor R. Lee; Moshe Krakowski

One of the main tools that we have for the study of student science conceptions is the clinical interview. Research on student understanding of natural phenomena has tended to understand interviews as tools for reading out a students knowledge. In this paper, we argue for a shift in how we think about and analyze interview data. In particular, we argue that we must be aware that the interview itself is a dynamic process during which a sort of conceptual change occurs. We refer to these short time‐scale changes that occur over a few minutes in an interview as conceptual dynamics. Our goal is to devise new frameworks and techniques for capturing the conceptual dynamics. To this end, we have devised a simple and neutral cognitive framework. In this paper, we describe this framework, and we show how it can be applied to understand interview data. We hope to show that the conceptual dynamics of interviews are complex, but that it nonetheless feasible to make them a focus of study.


interaction design and children | 2017

Supporting Interactive Youth Maker Programs in Public and School Libraries: Design Hypotheses and First Implementations

Victor R. Lee; Whitney Lewis; K. A. Searle; Mimi Recker; Jennifer Hansen; Abigail L. Phillips

After six months of observation at three middle school libraries and one public library implementing Maker-oriented programs, we propose four design hypotheses derived from qualitative data analysis and initial testing through design implementation. These design hypotheses address how public and school libraries serving adolescent youth can better facilitate Maker-oriented activities and are drawn from an on-going study and design project to help libraries develop interactive, technologically enriched spaces and programs to support youth exploration and creativity. Each hypothesis is illustrated with examples drawn from our observations of libraries before and after maker programs were introduced.


Archive | 2015

Understanding the Opportunities and Challenges of Introducing Computational Crafts to Alternative High School Students

Maneksha DuMont; Victor R. Lee

In recent years, the integration of computation with crafting has garnered increased attention. Partly spurred by the growth of the “maker movement” and also by recognition of the importance of broadening computational interest and proficiency, computational crafts have become more familiar to educational technologists and designers. For example, computation has been combined with textile design in summer camps for young people (Buechley, Eisenberg, Catchen, & Crockett, 2008) and integrated into media as pervasive as paper (Eisenberg, Elumeze, MacFerrin, & Buechley, 2009). Additionally, maker spaces are being established in major metropolitan areas, Maker Faires are becoming increasingly ubiquitous (Dougherty, 2012), university courses in computation and crafting are being established (Lee & Fields, 2013), and museums are beginning to bring computational crafting into their repertoires (Brahms & Werner, 2013).

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Bruce Sherin

Northwestern University

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Ryan Cain

Utah State University

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