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The study asks how hands function beyond touching the screen, focusing on constraining and controlling access, constructing and problem solving, and showing and imitating. Findings describe how interaction between children and touchscreen produces a shared space and how hand movements reveal intelligence-as-action across three analyzed collaboration situations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designs-for-learning-vol-7-no-1-mind-the-hand/601047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designs-for-learning-vol-7-no-1-mind-the-hand/601047.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question of the study?","Question",{"text":112,"@type":113},"The study asks what role children’s hands play in collaborative learning around touchscreens, beyond merely touching the screen.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze children’s collaboration?",{"text":117,"@type":113},"It uses embodied and multimodal interaction analysis of video footage from classroom activities involving 8- and 9-year-old pairs.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about the function of hands?",{"text":121,"@type":113},"Hands help children constrain and control access, construct and solve problems, and show and imitate actions, revealing intelligence-as-action through movement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601047,1792252375,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Vol. 7 / No. 1  \nDes igns For  \nLearning  \nDesigns for LearningVolume 7 / Number 1  \nMind the hand: A study on children’sembodied and multimodal collaborativelearning around touchscreens  \njACob DAViDSeN, Aalborg University, Denmark  \neLLeN ChRiStiANSeN, Aalborg University, Denmark  \nApart from touching the screen, what isthe role of the hands forchildren col -laborating around touchscreens? Based on embodied and multimodal inter-action analysis of 8- and 9-year old pairs collaborating around touchscreens,we conclude that children use their hands to constrain and control access, toconstruct and problem solve, and to show and imitate. The analyses show howa space emerges from the interaction between the children andthe touchscreen,and how their hand movements reveal intelligence-as-action. Three situa -tions with three different pairs were analysed to explore how children use theirhands in activities around touchscreens, focusing in particular on how theycollaborate. The analysis presented here is partofa research study on the useof touchscreensin children’s embodied and multimodal collaborative learningactivities in their everyday classrooms. The general aim of the study is to con -tribute to the understanding of children’s multimodal collaborative learningactivities around touchscreens.  \n# introduction\n\nApart from touching the screen, what isthe role of the hands in children’scollaborative learning around touchscreens? This question seems especiallyrelevant ata time when two quite different forces are becoming influentialin public school systems across in Europe: the increasing use of touchscreenbased learning tools in homes and schools andthe extension of PISA to en -compass testing of children’s collaborative problem solving skills (OECD,2013). The advent of touchscreensis apparent ina recent survey from Nor -way showing that 36% of children from 0–6 years had used tablets at home  \n34  \n   \nDOI:http://dx.doi.org/10.2478/dfl-2014-0010  \n(Guðmundsdóttir & Hardersen, 2012). Among other findings, the surveyindicated that the children were primarily playing games, watching mov -ies, or viewing photos. However, the‘activity categories’ tellus little abouthow the activities were actually performed or what role the hands playedin the multimodal and embodied assemblage of interaction. The benefitsof collaborative learning supported by computers are well-established, butthe embodied and multimodal interaction of children collaborating has sofar been under-researched, even in recent studies of collaboration aroundtouchscreens (Davidsen & Christiansen, 2013) . Most studies reporting oncollaboration around computers have been oriented towards what Wilson(1999) describe as book and language based knowledge, or intelligence-as -information, in contrast to intelligence-as-action, which would include theuse of hands in the multimodal and embodied assemblage of collaborativeinteraction.  \nThis gap in the literature invites a detailed micro-level study of hand move -ments as part ofan effort to understand children’s embodied and multi -modal collaborative learning around touchscreens. Specifically, by meansof a detailed embodied and multimodal interaction analysis, the researchquestion in the present study asked how 8- and 9-year old children usetheir hands in collaborative learning activities around touchscreens. We ad -dressed this question by analysing video footage from a research projectcalled “Move and Learn”, in which children’s use of touchscreens for col -laborative learning activities in the classroom was explored over the courseof one school year. In total, 150 hours of video footage was collected in thisproject and here we analyse three specific situations in which children’shand movements were part of the multimodal and embodied assemblageof interaction. The findings presented here contribute toa recent and moregeneral interest in embodied and multimodal aspects of learning, collabo -ration and meaning making.  \n# research back","cbCairWpnfna0CXa","https://ap.wps.com/l/cbCairWpnfna0CXa","pdf",3955517,22,"English","# introduction\n## research background","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"The study asks what role children’s hands play in collaborative learning around touchscreens, beyond merely touching the screen.\"},{\"question\":\"How does the study analyze children’s collaboration?\",\"answer\":\"It uses embodied and multimodal interaction analysis of video footage from classroom activities involving 8- and 9-year-old pairs.\"},{\"question\":\"What do the findings suggest about the function of hands?\",\"answer\":\"Hands help children constrain and control access, construct and solve problems, and show and imitate actions, revealing intelligence-as-action through movement.\"}]","Des igns For Learning - Vol. 7 - No. 1 - Mind the hand | PDF",1792091877,55]