Abstract
This chapter discusses the potential that wearable technologies have for studying and understanding how people learn. In particular, the focus is on how spy glasses can be used as a tool for collecting data from educational situations. The chapter reports on two different cases investigated by the authors in which spy glasses were used, including considerations made from a methodological point of view. From the first case a conclusion drawn is that spy-glass recording made it possible to closely follow teaching and learning during science lab work and identify specific elements not found in video data from ordinary video cameras. The second case reports on valuable information about how the motivation to learn works in young children. Drawing further on these studies, the chapter elaborates on themes that arise as central to video research: ethics, technology and methodology, as well as selection and analysis. The chapter discusses a transformation in how childhood is considered in relation to new technology. Here children are seen as being more active and participatory in the shaping of their own childhoods. This can also result in developing new research methods in order to understand and visualise the child’s perspective, and using wearable technologies could certainly be one of these areas. In other words, it is a unique perspective when participants are co-creators of research studies. This suggests that important work awaits future research, developing and applying wearable technologies for education and educational research.
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Jaldemark, J., Bergström-Eriksson, S., von Zeipel, H., Westman, AK. (2019). Wearable Technologies as a Research Tool for Studying Learning. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_105-1
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DOI: https://doi.org/10.1007/978-3-642-41981-2_105-1
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