June Ahn, Tamara Clegg, Jason Yip, Elizabeth Bonsignore, Daniel Pauw, Becky Lewittes, Emily Rhodes
social media, learning, science
Social media platform for scaffolding for everyday science learning through micro-interactions.
During my first year as a graduate student, I joined a small research team interested in how social media platforms might support peer-based scientific inquiry in everyday life. On this team, I lead the interface design, interaction design, and software development.
SINQ is a social media platform designed to provide interactive structures that support peer-based science learning across different contexts. In SINQ, multiple learners can contribute smaller pieces of the inquiry process, such as questions, hypotheses, and project ideas, and attach them to other pieces of such information. The system aggregates these contributed inquiry fragments in a way that produces organized, coherent science projects. Children can pursue these projects on their own or collaboratively with their friends.
Ahn, J., Gubbels, M., Yip, J., Bonsignore, E., & Clegg, T. (2013, June). Using social media and learning analytics to understand how children engage in scientific inquiry. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 427-430). ACM.
Ahn, J., Yip, J., & Gubbels, M. (2013, June). SINQ: Designing social media to foster everyday scientific inquiry for children. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 503-506). ACM.
Clegg, T., Yip, J. C., Ahn, J., Bonsignore, E., Gubbels, M., Lewittes, B., & Rhodes, E. (2013, June). When face-to-face fails: Opportunities for social media to foster collaborative learning. In Tenth international conference on computer supported collaborative learning.
Gubbels, M., Yip, J., Kim, J., & Ahn, J. (2013). Scientific INQuiry (SINQ): Social media for everyday science learning.
Ahn, J., Gubbels, M., Kim, J., & Wu, J. (2012). SINQ: Scientific INQuiry learning using social media. CHI'12 Extended Abstracts on Human Factors in Computing Systems, 2081-2086.