On the Methodological Demands of Formative Interventions
Abstract
Bringing design-based research and activity-theoretical formative intervention research into dialogue is commendable. William R. Penuel contributes to this effort by examining two cases that he con...
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A methodology of formative interventions has been developed to trigger, support, and analyze cycles of expansive learning.
“A methodology of formative interventions has been developed to trigger, support and analyze cycles of expansive learning (Engeström et al. 2014).”
From Using activity theory to transform medical work and learning (2021) · cites this paper as Engeström et al. 2014
Cites
Learning by Expanding: An Activity-Theoretical Approach to Developmental Research
Engeström, Y. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139814744 · Cited by 4,991 · see citing works
Self-citationExpansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions
Engeström, Y., Rantavuori, J., & Kerosuo, H. (2013) · Vocations and Learning · doi:10.1007/s12186-012-9089-6 · Cited by 163 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Bang, M., & Vossoughi, S. (2016) · Cognition and Instruction · doi:10.1080/07370008.2016.1181879 · Cited by 628 · see citing works
“Indeed “social design experiments” (Gutiérrez & Vossoughi, 2010), “formative interventions” (Engeström, 2011; Engeström et al., 2014), and community-based design research (Bang et al. 2010; 2015) call attention to just this issue—change is not just about conventional forms of what we typically…”
BackgroundEngeström, Y., & Sannino, A. (2020) · Mind Culture and Activity · doi:10.1080/10749039.2020.1806328 · Cited by 403 · see citing works
“They are the core of the emerging methodology of fourthgeneration activity-theoretical research (Engeström et al., 2014).”
BackgroundSelf-citationBang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016) · Mind, Culture, and Activity · doi:10.1080/10749039.2015.1087572 · Cited by 239 · see citing works
The principle of double stimulation: A path to volitional action
Sannino, A. (2015) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2015.01.001 · Cited by 200 · see citing works
Self-citationEngeström, Y. (2016) · Cambridge University Press eBooks · doi:10.1017/cbo9781316225363 · Cited by 304 · see citing works
Self-citationOrganizing for Teacher Agency in Curricular Co-Design
Severance, S., Penuel, W. R., Sumner, T., & Leary, H. (2016) · Journal of the Learning Sciences · doi:10.1080/10508406.2016.1207541 · Cited by 196 · see citing works
“It also provided us with a lens for judging the success of our efforts: specifically, whether the agency of teachers proved transformative and led to new forms of activity (Engeström et al., 2014; Virkkunen, 2006).”
BackgroundInfluentialPenuel, W., Riedy, R., Barber, M. S., Peurach, D., LeBouef, W. A., & Clark, T. (2020) · Review of Educational Research · doi:10.3102/0034654320938126 · Cited by 168 · see citing works
“Tighter links between theory and methodology could serve the development of this family of approaches to research, in that it could support knowledge development about the approaches Collaborative Research themselves (Engeström et al., 2014).”
Design-based research: What it is and why it matters to studying online learning
Hoadley, C., & Campos, F. (2022) · Educational Psychology · doi:10.1080/00461520.2022.2079128 · Cited by 165 · see citing works
Using activity theory to transform medical work and learning
Engeström, Y., & Pyörälä, E. (2021) · Medical Teacher · doi:10.1080/0142159x.2020.1795105 · Cited by 137 · see citing works
Self-citationCo-generation of societally impactful knowledge in Change Laboratories
Sannino, A., & Engeström, Y. (2017) · Management Learning · doi:10.1177/1350507616671285 · Cited by 96 · see citing works
“Research using formative interventions focuses on transformations in object-oriented activities1 in work organizations and communities (Engeström et al., 2014).”
MethodSelf-citationSannino, A. (2015) · doi:10.1016/j.lcsi.2014.07.001 · Cited by 87
Self-citationBal, A., Afacan, K., & Çakır, H. İ. (2018) · American Educational Research Journal · doi:10.3102/0002831218768796 · Cited by 97 · see citing works
“Prior formative interventions have been implemented in single classrooms, schools, or after-school programs (Engeström et al., 2014; Sannino et al., 2009).”
MethodDesign, learning networks and service innovation
Carvalho, L., & Goodyear, P. (2017) · Design Studies · doi:10.1016/j.destud.2017.09.003 · Cited by 85 · see citing works
Transformative agency: The challenges of sustainability in a long chain of double stimulation
Haapasaari, A., & Kerosuo, H. (2015) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2014.07.006 · Cited by 69 · see citing works
Engeström, Y. (2018) · doi:10.1017/9781139023009.013 · Cited by 67
Self-citationExpanding Educational Research and Interventionist Methodologies
Gutiérrez, K. D., Engeström, Y., & Sannino, A. (2016) · Cognition and Instruction · doi:10.1080/07370008.2016.1183347 · Cited by 72 · see citing works
Self-citationEngeström, Y., & Sannino, A. (2016) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2016.1189119 · Cited by 53 · see citing works
Self-citationCategory of Development as the Basis of Psychologicaland Pedagogical Research in Education
Sannino, A., & Engeström, Y. (2018) · Cultural-Historical Psychology · doi:10.17759/chp.2018140305 · Cited by 53 · see citing works
“We call these efforts formative interventions and we see them as the core of the emerging methodology of activity-theoretical research [27].”
BackgroundSelf-citationEnglund, C., & Price, L. (2018) · The International Journal for Academic Development · doi:10.1080/1360144x.2018.1478837 · Cited by 76 · see citing works
Rethinking cultural-historical theory: a dialectical perspective to Vygotsky
Vetoshkina, L. (2020) · doi:10.1080/10749039.2020.1779750 · Cited by 45
Lotz-Sisitka, H., Mukute, M., Chikunda, C., Baloi, A., & Pesanayi, T. (2017) · International Review of Education · doi:10.1007/s11159-017-9689-3 · Cited by 45 · see citing works
“Annalisa Sannino (2011) and Yrjö Engeström et al. (2014) explain that change laboratories are based on two epistemological and methodological principles: that of double stimulation stemming from the work of the Russian psychologist Lev Vygotsky,2 and that of ascending from the abstract to the concrete, stemming from…”
BackgroundInfluentialRevisiting learning in higher education—Framing notions redefined through an ecological perspective
Damsa, C., & Jornet, A. (2017) · doi:10.14786/flr.v4i4.208 · Cited by 43
Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units
Penuel, W. R., Allen, A., Henson, K., Campanella, M., Patton, R., Rademaker, K., Reed, W., Watkins, D., Wingert, K., Reiser, B. J., et al. (2022) · Cognition and Instruction · doi:10.1080/07370008.2021.2010207 · Cited by 57 · see citing works
The Change Laboratory in Higher Education: Research-Intervention using Activity Theory
Bligh, B., & Flood, M. (2015) · Theory and method in higher education research · doi:10.1108/s2056-375220150000001007 · Cited by 42 · see citing works
Transformative agency by double stimulation: advances in theory and methodology
Engeström, Y., Nuttall, J., & Hopwood, N. (2020) · Pedagogy Culture and Society · doi:10.1080/14681366.2020.1805499 · Cited by 64 · see citing works
“For pedagogical facilitation of TADS processes, formative interventions such as Change Laboratories are increasingly used (Engeström, Sannino, and Virkkunen 2014; Sannino, Engeström, and Lemos 2016).”
MethodSelf-citationImplementing interprofessional learning curriculum: how problems might also be answers
O’Keefe, M., & Ward, H. M. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1231-1 · Cited by 49 · see citing works
Ehret, C., & Hollett, T. (2016) · doi:10.1080/07370008.2016.1169815 · Cited by 37
Testing the model of double stimulation in a Change Laboratory
Morselli, D., & Sannino, A. (2021) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2020.103224 · Cited by 35 · see citing works
Self-citationIntentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design
Philip, T. M., Pham, J. H., Scott, M., & Cortez, A. (2022) · Cognition and Instruction · doi:10.1080/07370008.2021.2010208 · Cited by 42 · see citing works
The dialectics of authoring expansive learning: tracing the long tail of a Change Laboratory
Sannino, A., Engeström, Y., & Lahikainen, J. (2016) · Journal of Workplace Learning · doi:10.1108/jwl-01-2016-0003 · Cited by 33 · see citing works
Self-citationPromoting teachers’ agency: reflective practice as transformative disposition
Kramer, M. (2018) · Reflective Practice · doi:10.1080/14623943.2018.1437405 · Cited by 32 · see citing works
Sannino, A., & Engeström, Y. (2017) · Cambridge University Press eBooks · doi:10.1017/9781316275184.004 · Cited by 30 · see citing works
Self-citationThe paediatric change laboratory: optimising postgraduate learning in the outpatient clinic
Skipper, M., Musaeus, P., & Nøhr, S. B. (2016) · BMC Medical Education · doi:10.1186/s12909-016-0563-y · Cited by 27 · see citing works
“Engeström and colleagues refer to this process of expansive learning as, “another step in developing a learning theory based on ascending from the abstract to the concrete” [16], as shown in Fig.”
BackgroundBal, A. (2016) · Interchange · doi:10.1007/s10780-016-9280-z · Cited by 30 · see citing works
On reducing disparities in office discipline referrals: a systematic review of underlying theories
Cruz, R. A., & Firestone, A. R. (2023) · Whiteness and Education · doi:10.1080/23793406.2023.2174449 · Cited by 21 · see citing works
“Cultural-historical activity theory posits that learning occurs through artefact-mediating praxis (Engeström, Sannino, and Virkkunen 2014).”
BackgroundKo, D., Bal, A., Çakır, H. İ., & Kim, H. (2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812112300201 · Cited by 24 · see citing works
“Learning Lab is a formative intervention aimed at reshaping the dysfunctional system by facilitating local stakeholders’ collective transformation process (Engeström, 2016; Engeström et al., 2014).”
BackgroundMukute, M., Mudokwani, K., McAllister, G., & Nyikahadzoi, K. (2018) · Mind Culture and Activity · doi:10.1080/10749039.2018.1451542 · Cited by 28 · see citing works
Methodology to Study Teacher Agency: A Systematic Review of the Literature
Deschênes, M., & Parent, S. (2022) · European Journal of Educational Research · doi:10.12973/eu-jer.11.4.2459 · Cited by 21 · see citing works
“Lastly, others like Severance et al. (2016) and Pantić (2021) used the activity theory (Engeström, 1987, 2001; Engeström et al., 2014) to analyze their collected data.”
Cultural-Historical Activity Theory’s Relevance to HRD: A Review and Application
Tkachenko, O., & Ardichvili, A. A. (2017) · Human Resource Development Review · doi:10.1177/1534484317696717 · Cited by 21 · see citing works
“…on the principles of double stimulation (Vygotsky, 1978), ascending from the abstract to the concrete (Davydov, 1990), and transformative agency (Engeström et al., 2014).3 CHAT scholars distinguish the change laboratory method from action research and design-based research approaches…”
BackgroundMethodInfluentialTwenty-five years of change laboratories in schools: a critical and formative review
Hopwood, N. (2024) · Educational Action Research · doi:10.1080/09650792.2024.2379343 · Cited by 20 · see citing works
“Further theoretical and methodological aspects of CLs are extensively detailed elsewhere in the literature (e.g. Engeström, Sannino, and Virkkunen 2014; Morselli 2019; Virkkunen and Newnham 2013; Yamazumi 2021; and in French: Lemonie, Grosstephan, and Tomas 2021; Valence 2021).”
Designing for development: Across the scales of time.
Cole, M. (2016) · Developmental Psychology · doi:10.1037/dev0000156 · Cited by 20 · see citing works
Jamming power: Youth agency and community‐driven science in a critical technology learning program
Vakil, S., Reith, A., & Melo, N. (2022) · Journal of Research in Science Teaching · doi:10.1002/tea.21843 · Cited by 18 · see citing works
Avsec, S., & Rupnik, D. (2025) · Systems · doi:10.3390/systems13070562 · Cited by 17 · see citing works
Humanizing Co-design through attention to educators’ affective and relational experiences
Potvin, A. S., Teeters, L., Penuel, W. R., & Dimidjian, S. (2024) · Journal of the Learning Sciences · doi:10.1080/10508406.2024.2318557 · Cited by 25 · see citing works
Ko, D., Bal, A., & Artiles, A. J. (2022) · Urban Education · doi:10.1177/00420859221081774 · Cited by 19 · see citing works
“The initial solutions become concretized and enriched through collective examination of the solutions ’ feasibility, limitations, and new possibilities (Engeström et al., 2014).”
BackgroundCasinader, N. (2021) · Sustainability · doi:10.3390/su13095100 · Cited by 21 · see citing works
“Both trends focus on the common criterion that transformation involves a distinct break from existing patterns [5,6].”
BackgroundThe contradictions within inclusion in Brazil
Cenci, A., Lemos, M. F., Bôas, D. V., Damiani, M. F., & Engeström, Y. (2020) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2019.100375 · Cited by 25 · see citing works
Self-citationMediated life activity, double stimulation, and the question of agency
Thorne, S. (2015) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2014.10.002 · Cited by 16 · see citing works
Jornet, A., Penuel, W., Esteban-Guitart, M., & Akkermann, S. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105156 · Cited by 15 · see citing works
Ko, D., Bal, A., Bear, A. B., Orie, L., & Mawene, D. (2023) · Mind, Culture, and Activity · doi:10.1080/10749039.2023.2205391 · Cited by 15 · see citing works
“Informed by formative intervention methodology (Engeström et al., 2014; Engeström, 2016), Learning Lab was developed to “address educational inequities, resulting from the historical legacies of settler colonialism, racism, white supremacy, and anti-Blackness and promote social transformation” (Ko et al.”
MethodIvaldi, S., & Scaratti, G. (2020) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.11.002 · Cited by 15 · see citing works
Lemos, M. (2017) · doi:10.1590/s0034-759020170604 · Cited by 15
“According to Engeström, Sannino, and Virkkunen (2014), transformative agency develops the participants’ joint activity by explicating and envisioning new possibilities for collective efforts for change rather than individual ones.”
BackgroundChang, S., Torres-Guzmán, M. E., & Waring, H. Z. (2020) · Language Learning Journal · doi:10.1080/09571736.2020.1740769 · Cited by 14 · see citing works
“Jenny helped Lucy envision the new possibility of conducting LAWs through a negative example, illustrated via the ‘rudimentary expression of resistance’ below (Engeström et al. 2014: 125).”
BackgroundInfluentialAfacan, K., Bal, A., Artiles, A. J., Cakir, H., Ko, D., Mawene, D., & Kim, H. (2021) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2021.100569 · Cited by 13 · see citing works
Creating a climate of change in the City of Johannesburg: Co-learning to adapt to climate change
Vogel, C., Mukute, M., Coetzer, K., & Gwata, M. (2021) · South African Journal of Science · doi:10.17159/sajs.2021/7929 · Cited by 13
A three-levels analysis of double stimulation in a Change Laboratory
Morselli, D. (2021) · Journal of Workplace Learning · doi:10.1108/jwl-08-2020-0128 · Cited by 13 · see citing works
“The paper shows three possible levels of analysis of double stimulation –macro, intermediate and micro in a Change Laboratory intervention and subsequently explains how they contribute to tracing the three main transitions of double stimulation as suggested by Engeström et al. (2014).”
BackgroundInfluentialChang, S., Martínez-Roldán, C. M., & Torres-Guzmán, M. E. (2021) · doi:10.1080/10749039.2021.1881125 · Cited by 13
“Change Laboratory (CL) methodology has been used as a collaborative development tool in education (Engeström et al., 2014).”
MethodTeachers calling for organizational support to digitalize teaching
Lindell, T. L. (2020) · International Journal of Information and Learning Technology · doi:10.1108/ijilt-02-2020-0017 · Cited by 13 · see citing works
Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis
Loughland, T., & Nguyen, H. (2018) · doi:10.1007/978-981-10-5484-6_5 · Cited by 13
Challenges for work-based learning in vocational education and training in the Nordic Countries
Jørgensen, C. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-244-8_12 · Cited by 13 · see citing works
Responding to change in a medical student rural community service: Insights from activity theory
Hu, C., Nisbet, G., & Chang, Y. (2022) · Medical Education · doi:10.1111/medu.14869 · Cited by 14 · see citing works
“Learners reflect on the process to consolidate and generalise the new practice.(29) Expansive learning is a cyclic process that focuses on learning of new patterns of activity that are not yet there; they are learned as they are designed.”
BackgroundBal, A., Afacan, K., Clardy, T., & Çakır, H. İ. (2021) · Cognition and Instruction · doi:10.1080/07370008.2021.1891070 · Cited by 19 · see citing works
Chang, S., Martínez-Roldán, C. M., & Torres-Guzmán, M. E. (2020) · Methodological Innovations · doi:10.1177/2059799120921696 · Cited by 12 · see citing works
“, 1996), the aspect of new instrumentality of Change Laboratory (CL) is fragmentally documented (Engeström, 2000; Engeström et al., 2014).”
BackgroundMethodPlay at work, learning and innovation
Kinder, T., Stenvall, J., & Memon, A. R. (2018) · Public Management Review · doi:10.1080/14719037.2018.1487578 · Cited by 12 · see citing works
Transformative Agency in Times of Global Crisis
Chen-Levi, T., Buskila, Y., & Schechter, C. (2024) · Journal of Transformative Education · doi:10.1177/15413446241234832 · Cited by 11
“Transformative agency challenges the management rhetoric and differs from the dominant individualistic perspective (Engestr¨om et al., 2014).”
Home is where the heart is: Latinx youth expression and identity in a critical maker project
Nation, J. M., & Durán, R. P. (2019) · Mind Culture and Activity · doi:10.1080/10749039.2019.1655062 · Cited by 12 · see citing works
“To characterize collective development and thereby present a more holistic cultural-historic view, CHAT can prove valuable in exploring constructs typically studied from an individual perspective (e.g., agency and identity; Engeström et al., 2014; Roth, 2009).”
BackgroundMontoro, C. (2016) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2016.05.001 · Cited by 10 · see citing works
Integrating Identity Formation and Subject Matter Learning
Heffernan, K. J., Kaplan, A., Peterson, S. K., & Newton, K. (2017) · doi:10.1007/978-94-6351-113-1_6 · Cited by 10
Lecusay, R., Rainio, A., & Ferholt, B. (2022) · Sustainability · doi:10.3390/su14095533 · Cited by 9
The role of qualitative research in Change Laboratory interventions
Morselli, D., & Marcelli, A. M. (2021) · Journal of Workplace Learning · doi:10.1108/jwl-08-2020-0140 · Cited by 9
Lindell, T. (2020) · Education and Information Technologies : Official Journal of the IFIP technical committee on Education · doi:10.1007/s10639-020-10138-y · Cited by 9 · see citing works
“However, Engeström et al. (2014) argue that instead of running through large patterns we must cultivate preventive solutions through local experiments.”
BackgroundInfluentialBertrand, M., & Demps, D. (2018) · Mind Culture and Activity · doi:10.1080/10749039.2018.1434798 · Cited by 9 · see citing works
“(p. 604) Hence it is through these two stimuli that collective agency and transformation can unfold (Engeström et al., 2014).”
BackgroundMethodInfluentialSpante, M., & Egelström, M. (2024) · Mind, Culture, and Activity · doi:10.1080/10749039.2025.2470715 · Cited by 8 · see citing works
“…can help people break out from paralyzing or troublesome states by the identification or creation of material means as support to intentionally act (Engeström et al., 2014; Morselli, 2021; Morselli & Sannino, 2021; Sannino, 2022; Sannino & Engeström, 2017; Sannino et al., 2016; Teräs & Larsson,…”
King, J. A., Brundiers, K., & Fischer, D. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2333031 · Cited by 8 · see citing works
“To complete their rubrics, students progressed through the formative intervention in two phases (Supplementary Material 1) which aimed to reflect strategic learning actions articulated in ELT (Engeström, Sannino, and Virkkunen 2014).”
InfluentialVänninen, I., Querol, M., & Engeström, Y. (2021) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2021.100541 · Cited by 8 · see citing works
Self-citationHopwood, N., & Gottschalk, B. (2020) · Pedagogy, Culture & Society · doi:10.1080/14681366.2020.1805494 · Cited by 8 · see citing works
“These settings include parent–child interactions in problem-solving activities (Portes et al. 1997), school teaching (Thompson 2013, 2015), family therapy in mental health services (Sundet 2010), children’s play (Waermö 2016) and in-home support for the elderly (Engeström et al. 2015).”
BackgroundIntercultural teaching practices in the EFL classroom: The case of non‐elite communities
Sagre, A., Machado, L. P., & Zumaquè, Y. T. (2023) · TESOL journal · doi:10.1002/tesj.768 · Cited by 7 · see citing works
Professional learning promoting agency in challenging practice contexts
Hopwood, N., Dhungana, P., Pant, B. P., Shrestha, D., & Shahi, R. (2023) · Studies in Continuing Education · doi:10.1080/0158037x.2023.2219051 · Cited by 7
“The idea of the MicroProject was enriched and transformed into developing and increasingly diverse concrete manifestations (Engeström, Sannino, and Virkkunen 2014).”
BackgroundInfluentialReconceptualising Design-Based Research
Buhl, M., Hanghøj, T., & Henriksen, T. (2022) · Nordic Journal of Digital Literacy · doi:10.18261/njdl.17.4.1 · Cited by 7
Lund, V., & Kerosuo, H. (2019) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2019.100327 · Cited by 7
Morselli, D. (2019) · doi:10.7346/-fei-xvii-01-19_30 · Cited by 7
“For Engeström, Sannino, and Virkkunen (2014) double stimulation is used systematically in formative interventions to find personally experienced conflicts of motives and to identify potential second stimuli.”
BackgroundGuzman, W. (2018) · Outlines : Critical Social Studies · doi:10.7146/ocps.v18i1.104698 · Cited by 7
“Conversely, Engeström, Sannino, and Virkkunen (2014) consider transformative experiments as those that radically restructure the environment, producing a new configuration that activates previously unrealized behavioural potentials of the subject.”
BackgroundFrom controlled experiments to formative interventions in studies of agency
Laitinen, A., Sannino, A., & Engeström, Y. (2016) · Educação · doi:10.15448/1981-2582.2016.s.24321 · Cited by 7 · see citing works
Self-citationWorking and Learning in Times of Uncertainty
Bohlinger, S., Haake, U., Jørgensen, C. H., Toiviainen, H., & Wallo, A. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-244-8 · Cited by 33 · see citing works
Expanding the Scope of Science Education: An Activity-Theoretical Perspective
Engeström, Y. (2017) · doi:10.1007/978-3-319-58685-4_26 · Cited by 7
Self-citationKaplan, A., Garner, J. K., & Whitney, S. D. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101470 · Cited by 6 · see citing works
Designs for Learning as Springboards for Professional Development in Higher Education
Konnerup, U., Ryberg, T., & Sørensen, M. T. (2019) · Research in networked learning · doi:10.1007/978-3-030-18030-0_7 · Cited by 7 · see citing works
Using activity theory: experiences of organizational authorship
Engeström, Y., & Scaratti, G. (2016) · doi:10.1108/jwl-03-2016-0018 · Cited by 6
“The third aspect of activity theory discussed in this issue concerns the perspective of formative interventions in organizations and workplaces (Engeström et al., 2014).”
BackgroundSelf-citationBøje, R. B., Musaues, P., Sørensen, D., & Ludvigsen, M. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.104950 · Cited by 5 · see citing works
Querol, M. A. P., Hurtado, S. L. B., Sanjose, C. M., Espinosa, I. V., Guzman, W. C., Casals, E. T., & Ruescas, O. E. (2019) · Revista Internacional de Educación y Aprendizaje · doi:10.37467/gka-revedu.v7.1992 · Cited by 5 · see citing works
Majgaard, K. (2015) · Teaching Public Administration · doi:10.1177/0144739415590699 · Cited by 5 · see citing works
“Another learning format is the Change Laboratory presented by Engeström et al. (2014), where the stakeholders of a complex problem are convened to a series of sessions developing an understanding of the problems and its different solutions.”
BackgroundMethodA Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning
Kaup, C., & Brooks, E. (2022) · Designs for Learning · doi:10.16993/dfl.206 · Cited by 5 · see citing works
Mathieson, S., Black, K., Allin, L., Hooper, H., Penlington, R., Mcinnes, L., Orme, L., & Anderson, E. (2023) · International Journal for Academic Development · doi:10.1080/1360144x.2023.2217799 · Cited by 4 · see citing works
“First, the theme-codes used in the analysis emerged through multiple independent readings by the investigators of the data and CHAT literatures (Engeström, 2001; Engeström et al., 2013, 2014).”
BackgroundMethodInfluentialBøje, R. B., Musaeus, P., Sørensen, D., & Ludvigsen, M. (2022) · Global Qualitative Nursing Research · doi:10.1177/23333936221087622 · Cited by 4
“Transformation of practice requires long-term commitment, and often several Change Laboratory interventions are needed (Engeström et al., 2014).”
BackgroundImplementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice
Nkomo, S. (2021) · Per Linguam · doi:10.5785/36-2-876 · Cited by 4 · see citing works
Hopwood, N., Dahlberg, J., Blomberg, M., & Dahlgren, M. A. (2020) · Pedagogy, Culture & Society · doi:10.1080/14681366.2020.1805496 · Cited by 4
“Transformative agency arises when a focus on isolated problems is replaced with a focus on collective responses (Virkkunen 2006; Engeström et al. 2014).”
BackgroundInfluentialThe Change Laboratory in Theory
Morselli, D. (2018) · The Change Laboratory for Teacher Training in Entrepreneurship Education · doi:10.1007/978-3-030-02571-7_3 · Cited by 4 · see citing works
Student training for promoting collaborative agency: the monitoring activities
da Cunha, F. R. (2016) · doi:10.21506/j.ponte.2016.7.13 · Cited by 4
Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory
Hyrkkö, S., & Kajamaa, A. (2021) · Creativity and Learning · doi:10.1007/978-3-030-77066-2_7 · Cited by 4 · see citing works
- Authors
- Engeström, Y., Sannino, A., & Virkkunen, J.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Engeström, Yrjö
- Venue
- Mind, Culture, and Activity
- Publisher
- Informa UK Limited
- Published
- 2014-04-03
- Volume
- 21
- Issue
- 2
- Pages
- 118-128
- ISSN
- 1074-9039 (ISSN-L)
- 1532-7884
- OpenAlex
- W1965433469
- Cited by
- 185
- References
- 0
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 12 · 2023: 15 · 2022: 23 · 2021: 25 · 2020: 17 · 2019: 9 · 2018: 19 · 2017: 16 · 2016: 17 · 2015: 12 · 2014: 3
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mind Culture and Activity (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- design-based research, activity theory, educational intervention design, research methodology
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
