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Using Activity Theory to Understand the Systemic Tensions Characterizing a Technology-Rich Introductory Astronomy Course
Abstract
In this report of our research on a computer-based three-dimensional (3-D) modeling course for learning astronomy, we use the central tenets of activity theory to analyze participation by undergraduate students and instructors, illuminating the instances of activity that characterized course dynamics. Specifically, we focus on the relations of participant (student) and object (3-D models and astronomy understandings) and how, in our course, object transformations leading to scientific understandings are mediated by tools (both technological and human), the overall classroom microculture (emergent norms), division of labor (group dynamics and student-instructor roles), and rules (informal, formal, and technical). Through analysis of the data, we interpreted and then focused on two systemic tensions as illuminative of classroom activity. With respect to the first systemic tension, we examined the interplay between learning astronomy and building 3-D models. Results suggested that instead of detracting from the emergence of an activity system that supported learning astronomy, model-building actions frequently coevolved with (were the same as) astronomy-learning actions. With respect to the second tension, we examined the interplay between prespecified, teacher-directed instruction versus emergent, student-directed learning. Our results indicated that it was rarely teacher-imposed nor student-initiated constraints that directed learning; rather, rules, norms, and divisions of la…
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“The distribution of tasks between learners in one group, which was found to be 'a good practice for accomplishing tasks as team' was, however, 'not as successful for fostering the development of a broad understanding of astronomy' (p. 99). This was because some learners did not learn concepts that another team member had been responsible for.”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2002
In the citing paper
“Findings of some studies (e.g., Barab et al., 2002; Basharina, 2007; Peruski, 2003; Russell & Schneiderheinze, 2005) revealed instances where contradictions were not resolved.”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2002
In the citing paper
“the study, consistent with Roth's (1996) guidelines for AT enquiry, 'supported and refuted emerging hypotheses about how practices, resources, task constraints, task manifestations, and student understandings evolved over time' (Barab et al., 2002, p. 83).”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2002
In the citing paper
“The authors interpreted this finding as a contradiction between the division of labour-in terms of students distributing tasks in the group versus each individual carrying out all the tasks-and the object of learning astronomy.”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2002
In the citing paper
“Barab et al.'s (2002) study, which used both quantitative and qualitative data, illustrates how analysis may need to be ongoing, iterative, parallel to data collection, and involve data from additional sources.”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2002
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Items 101–186 of 186
Designing for constructionist web-based knowledge building
Mor, Y., Tholander, J., & Holmberg, J. (2005) · International Conference on Computer Supported Collaborative Learning · doi:10.4324/9781351226905-59 · Cited by 9
“Over the last decade, activity theory has been gaining attention as an aid for Human Computer Interaction (Nardi, 1996), CSCL, and the learning sciences in particular (Kaptelinin & Cole, 1997; Jonassen, 2000; Fjuk & Ludvigsen, 2001; Barab et al, 2002).”
BackgroundUnderstanding and Examining Design Activities with Cultural Historical Activity Theory
Yamagata-Lynch, L. C. (2014) · Springer eBooks · doi:10.1007/978-3-319-00927-8_6 · Cited by 9
Self-citationZhang, L., & Luo, T. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2569481 · Cited by 7
“Ben exhibited what Barab et al. (2002) describe as ‘compartmentalization’ of activity systems, recognizing their distinct requirements while maintaining limited connections between them.”
McCance, K. R., Teeter, S. D., Blanchard, M. R., & Venditti, R. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2172564 · Cited by 8
Exploring interactive stories in an HIV/AIDS learning game: HEALTHSIMNET
Dobson, M. W., & Ha, D. (2008) · Simulation & Gaming · doi:10.1177/1046878107308093 · Cited by 8
“In our design of HEALTHSIMNET we are motivated by a goal shared with Barab who uses CHAT and actor-network theory ( Barab, Barnett, Yamagata-Lynch, Squire, & Keating, 2002; Barab et al., 2001; Latour, 1993) to build networks of events through activities in classroom learning experiences to show how learning spreads th…”
MethodCultivating the Web 2.0 jungle
Bhattacharya, M., & Dron, J. (2007) · International Conference on Advanced Learning Technologies · doi:10.1109/icalt.2007.109 · Cited by 8
“Studying the tensions among different components and understanding how to resolve them allows researchers to develop new forms of practice in collaboration with their subjects (students) and can be the driving force behind innovation [1].”
BackgroundAmerica, C., & Neethling, A. (2023) · South African Journal of Higher Education · doi:10.20853/37-4-5389 · Cited by 8
“Barab et al. (2002) conceptualised tension as system dualities; some students were either for or against: groupwork versus individual work, or face-to-face versus online.”
BackgroundContradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis
Sagre, A., Rivera, J. D. H., & Davin, K. J. (2021) · TESOL Quarterly · doi:10.1002/tesq.3046 · Cited by 12
Agile Software Development – Adoption and Maturity: An Activity Theory Perspective
Chita, P. (2018) · Lecture notes in business information processing · doi:10.1007/978-3-319-91602-6_11 · Cited by 10
“Barab et al. [2] explain that as tensions enter the activity they are the driving forces behind the contradictions and disturbances which lead to the activity/practice changing and developing.”
BackgroundA Theoretical Framework for Analyzing Multicultural Group Learning
Hashim, M. H., & Hoover, M. L. (2017) · doi:10.20533/licej.2040.2589.2017.0358 · Cited by 7
“, [2] Engeström [5], [6] and Yamagata-Lynch [20], AST provides a new method to extract meaningful information from massive and complex qualitative data sets without losing the richness of the data.”
BackgroundMethodStories of Engagement with E-Learning: Revisiting the Taxonomy of Learning
Lautenbach, G. (2008) · International Journal of Information and Communication Technology Education · doi:10.4018/jicte.2008070102 · Cited by 7
“…Yamagata-Lynch, Squire & Keating, 2002; Engeström, 1987, 1999; Kuutti, 1996; Leont’ev, 1978) that are critical to understanding what motivates specific actions within the system and, more generally, in understanding the dynamic nature (evolution) of the system in general (Barab et al., 2002).”
BackgroundSung, H.-Y. (2017) · Library & Information Science Research · doi:10.1016/j.lisr.2017.01.007 · Cited by 7
Tay, L. Y., & Lim, C. P. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-387-2_6 · Cited by 10
Rasool, K. N., & Naidoo, P. (2024) · South African Journal of Education · doi:10.15700/saje.v44n1a2302 · Cited by 6
Substantive Validity of a Simulation-Based Game
DiCerbo, K., Frezzo, D. C., & Deng, T. (2011) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2011.6161-185 · Cited by 6
van Barneveld, A., & Ströbel, J. (2011) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.v0i0.3570 · Cited by 2
“While tensions present opportunities for innovation [26], support for those innovations may be required at both the classroom and system level [24].”
BackgroundA Learning Analytics Approach for Job Scheduling on Cloud Servers
Gharajeh, M. S. (2017) · doi:10.1007/978-3-319-52977-6_9 · Cited by 5
Thorpe, V. (2015) · doi:10.26686/wgtn.17011916.v1 · Cited by 4
“Nested and adjacent systems (Barab et al., 2002; Engeström, 2001) ......”
BackgroundInterrogating the Divide: A Case Study of Student Technology Use in a One-to-one Laptop School
Wilson, N. (2014) · International Conference of the Learning Sciences · doi:10.7275/pmrh-pn20 · Cited by 5
Computer-Enhanced Multimodal Modeling for Supporting a Learner Generated Topic
Kim, M. S., & Lee, W.-C. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2013.8363-384 · Cited by 4
Anastasakis, M., Zakynthinaki, M., Trujillo-González, R., García-Alonso, I., & Petridis, K. (2020) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2020.1834156 · Cited by 4
“…first-year undergraduates’ learning experiences with advanced mathematics (Jooganah &Williams, 2016), undergraduates and lecturers’ practices in a history course (Russell & Yañez, 2003) and undergraduates’ participation in a technology mediated astronomy course (Barab et al., 2002) to name a few.”
BackgroundAgherdien, N., & Pillay, R. (2018) · Journal of Human Behavior in the Social Environment · doi:10.1080/10911359.2017.1423252 · Cited by 6
Hybridising methods towards narratives in an educational ICT inquiry
Lautenbach, G., & van der Westhuizen, D. (2005) · Education as Change · doi:10.1080/16823200509487116 · Cited by 1
Audhoe, R., Thompson, N., & Verduijn, K. (2018) · doi:10.1007/978-3-319-71014-3_4 · Cited by 4
Exploring the effect of interface constraints on live collaborative music improvisation
Tez, H. E., & Bryan-Kinns, N. (2017) · New Interfaces for Musical Expression · doi:10.5281/zenodo.1176276 · Cited by 4
“Referring to the core concepts from ecological philosophy, activity theory [2] and flow/presence research [3], which state that this musician-instrument connection determines the interaction between the musician and the live musical environment, arranges the directions in structure of music performance and is strongly…”
BackgroundActivity Systems Analysis and Its Value
Yamagata-Lynch, L. C. (2010) · Springer eBooks · doi:10.1007/978-1-4419-6321-5_1 · Cited by 4
Self-citationContemporary qualitative research methodologies and issues in literacy education
Tobin, J., Steinkuehler, C., Black, R. W., Clinton, K. A., Hinchman, K. A., & Dillon, D. R. (2005) · Reading Research Quarterly · doi:10.1598/rrq.40.1.5 · Cited by 4
Alexander, I. K., & Hjortsø, C. N. (2018) · Higher Education · doi:10.1007/s10734-018-0274-x · Cited by 53
Zadelhoff, B. V., Rahimi, E., & Barendsen, E. (2021) · European Conference on Modelling and Simulation · doi:10.1145/3488042.3488067 · Cited by 3
“Both constructionism and scaffolding recognize the importance of group working to help students’ co-learning and co-working as well as gradual transfer of the responsibility of learning from teachers to student via peers [3, 41].”
BackgroundPullenayegem, J., Silva, K. R. D. D., & Buddhini, G. J. (2021) · Journal of Learning for Development · doi:10.56059/jl4d.v8i2.496 · Cited by 3
“Barab et al (2002), used AT to analyse the learner and instructor participation in a computer-based three-dimensional (3-”
Survey of the academic use of planetariums for undergraduate education
Everding, D. J., & Keller, J. M. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020128 · Cited by 11
Glover, M. (2020) · South African Journal of Higher Education · doi:10.20853/34-1-2814 · Cited by 3
Deliberative collaboration in learning-by-designing multimodal modeling activities
Kim, M. S. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1627666 · Cited by 4
Analysing design suggestions and use of resources in co-design of educational software: A case study
Dolonen, J., & Ludvigsen, S. (2013) · CoDesign · doi:10.1080/15710882.2013.853086 · Cited by 3
“From different opinions of what is relevant and important, tension may emerge within the design group’s activity, and this is a concept well known in literature dealing with productive interactions and transformation (Barab et al. 2002; Engestro¨m 1999).”
BackgroundLearning in Multicultural Environments
Zurita, L. (2006) · Proceedings of the International Conference on Networked Learning · doi:10.54337/nlc.v5.9457 · Cited by 3
Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency
Benvenuti, M., Chioccariello, A., & Panesi, S. (2021) · doi:10.4018/978-1-7998-6557-5.ch007 · Cited by 3
Schanze, S., & Girwidz, R. (2018) · Springer eBooks · doi:10.1007/978-3-662-56320-5_11 · Cited by 3
Li, Y. (2017) · University of Adelaide Press eBooks · doi:10.20851/english-pathways-09 · Cited by 4
“…system can ‘flow’ into a neighbouring activity system to become either a rule, indicating a power-imbalance relationship between the two activity systems (Engeström, 2009), or a tool, indicating a ‘nesting’ relationship between activity systems (Li, 2013; Barab et al., 2002; Engeström, 2000).”
BackgroundMethodInfluentialMazzoni, E., & Gaffuri, P. (2010) · doi:10.4018/978-1-60566-786-7.ch007 · Cited by 3
Raj, N., Sharma, E., Singh, N., Downs, N., Salmeron, R., & Galligan, L. (2025) · Education sciences · doi:10.3390/educsci15091124 · Cited by 2
Norms and collaboration in hybrid making-spaces
Simpson, A., Kastberg, S. E., & Williams-Pierce, C. (2023) · The Journal of Educational Research · doi:10.1080/00220671.2023.2207191 · Cited by 2
“More specifically, transformation in an activity system involves how the Subject(s) modify(ies) the Object and how this transformation is mediated by the Tools, Rules, Community, and/or Division of Labor (e.g., Barab et al., 2002).”
BackgroundTowards a Framework for Integrating Digital Portfolios into Teacher Education
Chye, S. (2021) · TechTrends · doi:10.1007/s11528-021-00646-0 · Cited by 4
Wilson, N. C. (2020) · Cognition and Instruction · doi:10.1080/07370008.2020.1820506 · Cited by 3
“[We] have to be … interpreters to negotiate” : service learning and boundary workers
McMillan, J. (2016) · doi:10.20853/29-3-500 · Cited by 2
An E-Collaboration Activity System for Research Institutions
Lavhengwa, T. J., Buitendag, A. A. K., & der Walt, J. S. V. (2013) · Issues in Informing Science and Information Technology · doi:10.28945/1811 · Cited by 2
Ziovas, S., & Grigoriadou, M. (2008) · Int. J. Web Based Communities · doi:10.1504/ijwbc.2009.021562 · Cited by 2
“Barab et al. (2002) have noticed that in school learning, there is a pervasive tension between learning the material to receive a grade and learning the material because of its importance in addressing real-world problems.”
BackgroundElectronic Portfolios through a Qualitative Lens
Fiedler, R. L., & Kaner, C. (2007) · Conference on Software Engineering Education and Training · doi:10.1109/cseet.2007.19 · Cited by 2
“Finally, Engeström's CHAT model describes four levels of tensions or contradictions within activity.”
BackgroundMethodFarrar, C. (2016) · doi:10.7916/d88g8kqt · Cited by 2
“Additional investigations and data would be needed to use a more grounded theory approach to establishing these assumptions into a model (Barab et al., 2002; Barab, Evans, & Baek, 2004; Forbes et al., 2009).”
MethodExamples of Activity Systems Analysis Used in Research for Various Purposes
Yamagata-Lynch, L. C. (2010) · Springer eBooks · doi:10.1007/978-1-4419-6321-5_4 · Cited by 2
Self-citationMetacognition and Developing Understanding of Simple Astronomical Events
Heywood, D., & Parker, J. (2009) · Contemporary trends and issues in science education · doi:10.1007/978-1-4020-5271-2_6 · Cited by 1
Wen, H.-J., & Wen, W. (2025) · Journal of Research in Childhood Education · doi:10.1080/02568543.2025.2578528 · Cited by 1
“Second, activity theory emphasizes how instrumental mediated factors influence people to achieve their goals and reveal the tension within the system (Barab et al., 2002; Karasavvidis, 2010).”
Bicjutko, T., & Goba-Medne, L. (2020) · Acta Paedagogica Vilnensia · doi:10.15388/actpaed.45.4 · Cited by 1
“…and transformation research (Blayone & VanOostveen, 2020), activity theory is a well-established and widely deployed research tool in the field of education too (Barab et al., 2002; Behrend, 2014; Bligh & Flood, 2017; Engeström, 2008; Mentz & De Beer, 2017; Yamagata-Lynch & Haudenschild, 2009).”
BackgroundThorpe, V. (2017) · British Journal of Music Education · doi:10.1017/s0265051717000158 · Cited by 3
“However, when the object of one activity develops over time to become a tool in a related activity then it is nested within the system (Barab et al., 2002; Engeström, 2001).”
BackgroundAbdullah, Z. B., & Said, M. N. H. M. (2015) · International Conference on Learning and Teaching in Computing and Engineering (LaTICE) · doi:10.1109/latice.2015.48 · Cited by 1
Rethinking analysis of progressive discourse in online learning: an activity theory perspective
Fujita, N., & Brett, C. (2008) · International Conference of the Learning Sciences · doi:10.5555/1599812.1599841 · Cited by 1
“The contradictions may be considered as systemic tensions that drive and sustain innovation in these systems (Barab et al. 2002).”
BackgroundServiss, T., Reifman, J. B., & Sweeney, M. (2024) · Journal of Basic Writing · doi:10.37514/jbw-j.2024.43.1.03 · Cited by 1
Usability on Standard Work Visuals in Manufacturing
Hernández-Escobedo, G., Arredondo-Soto, K., Aceves-González, C., & Realyvásquez, A. (2018) · doi:10.4018/978-1-5225-5234-5.ch013 · Cited by 1
Murphy, E., & Rodríguez-Manzanares, M. A. (2018) · IGI Global eBooks · doi:10.4018/978-1-5225-5472-1.ch098 · Cited by 1
Middleton, M., Rheingold, A., & Seaman, J. (2018) · Springer eBooks · doi:10.1007/978-3-319-66050-9_12 · Cited by 2
Judd, L. E. (2017) · doi:10.25904/1912/3150 · Cited by 1
“Barab et al. (2002) demonstrate two levels of units of analysis; the first unit was a series of goal-directed actions.”
BackgroundPohio, K. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-387-2_10 · Cited by 1
Situated Gaming: Beyond Games as Instructional Technology.
Mechtley, A. (2015) · doi:10.1007/978-3-319-14188-6_3 · Cited by 1
van Barneveld, A., & Ertmer, P. A. (2014) · Educational media and technology yearbook · doi:10.1007/978-3-319-06314-0_4 · Cited by 2
How Educational Studies May Contribute to our Understanding of Innovation
Olsen, D. S. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-464-2_5 · Cited by 1
Mentoring Students in a Collaborative Team Environment of Live Performance Production
Brandt, S. (2012) · doi:10.1007/978-94-6091-870-4_10 · Cited by 1
Online Human Activity Networks (OnHANs): An Analysis Based on Activity Theory
Kim, D., Yang, T., & Naik, N. (2010) · doi:10.4018/978-1-60566-384-5.ch046 · Cited by 1
Marulcu, I., & Barnett, M. (2013) · Research in Science Education · doi:10.1007/s11165-012-9335-9 · Cited by 44
“Design activities emphasize the situated nature of cognition and meaning (Barab et al. 2002; Barab and Plucker 2002), suggesting a “reformulation of learning in which practice is not conceived of as independent of learning and in which meaning is not conceived of as separate from practices and contexts in which they a…”
BackgroundSelf-citationContradictions, dialectical oppositions and shifts in teaching mathematics
Stouraitis, K., Potari, D., & Skott, J. (2017) · Educational Studies in Mathematics · doi:10.1007/s10649-017-9749-4
Simpson, A., & Feyerabend, M. (2021) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10139-w
Criswell, B. A., Calandra, B. D., Puvirajah, A., & Brantley‐Dias, L. (2015) · Cultural Studies of Science Education · doi:10.1007/s11422-014-9654-4 · Cited by 6
Using activity theory to inform the design of academic resources for first-year engineering students
김가영, & Lescott, C. J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1884961
Understanding the Effect of the COVID-19 Pandemic on Management Accounting Students
Zunckel, S., Msomi, M. P., Samuel, S. C., & Marimuthu, F. (2021) · International Journal of Higher Education · doi:10.5430/ijhe.v11n3p130
“In addition, because the AT is implemented as a theoretical framework in the analyses of technologically augmented academic programmes (Barab et al., 2002; Scanlon & Issroff, 2005), it allows for the conceptualization of what works and what does not in innovation.”
BackgroundMethodYang, Y.-Q. (2019) · Proceedings of the 6th International Conference on Educational Technologies 2019 · doi:10.33965/icedutech2019_201902l003
Bruner, R. (2018) · doi:10.1353/plc.2018.0149
“Activity-theorists do not view such tensions as dysfunctional, but rather as an indication of a functioning system (Barab et al., 2004; Holt & Morris, 1993). Engeström (1987) describes four layers of contradictions. Holt and Morris (1993) use a”
BackgroundEkundayo, S., & Clear, A. (2018) · Learning and Teaching in Computing and Engineering · doi:10.1109/latice.2018.00013
“Reference [2] puts it this way; “a focus of activity theory is on how participants transform objects, and how the various system components mediate this transformation” (p 79).”
Background(2017) · What to Listen For in Jazz · doi:10.12987/9780300157765-005
Chinese Tourism to Scandinavia – Understanding Tourism Distribution
Jørgensen, M. T. (2017) · European Journal of Tourism Research · doi:10.54055/ejtr.v19i.330
Analysis of Makerspace Users' Experiences and Suggestions for Science Education
Byun, M., & Cho, M. (2016) · doi:10.14697/jkase.2016.36.2.0337
“무한상상실에서 미래 지향적인 과학교육을 위한 추가적 인 활동 설계와 제공을 통해 학생들이 과학지식의 기반 위에서 적극 적이고 활동적으로 아이디어를 이끌어 낼 수 있도록 하는 지원 방안 을 사전에 마련하여야 할 것이다(Barab et al., 2002; Bellamy, 1996; Birtchnell, 2013; Chi, 2009; Hwang, 2014; Karakus, 2014).”
Kreivinienė, B., Spiriajevienė, I., & Šostakienė, N. (2014) · doi:10.15181/tbb.v64i3.467
In Transition: A Self-Study of Instructional Practices as an Informal Educator
Simpson, A. (2020) · Proceedings of the 2020 AERA Annual Meeting · doi:10.3102/1573401
“In the second phase of the analysis, we utilized activity theory as a tool in examining the tensions within relations of participant(s) and outcomes as mediated by tools, rules, division of labor, and community (Barab et al., 2002; Yamagata-Lynch, 2003).”
MethodTshokovu, P., & Brysiewicz, P. (2019) · The Grants Register 2020 · doi:10.1057/978-1-349-95943-3_905
Context as Action in the Teaching of Statistical Concepts: An Activity Theory Perspective
Harth, H. (2017) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-2026-9.ch022
Campbell, C. (2015) · doi:10.14288/1.0166403
“Barab et al. (2002) is discussed here because it is an early study which attempted to observe the emergence of new science conceptions on short time scales and track their evolution over longer ones.”
BackgroundInfluentialAn Activity Theoretical Model for Social Interaction in Computer Games
Ang, C. S., Zaphiris, P., & Wilson, S. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-460-7_2 · Cited by 1
Multi-User Virtual Environment – a Tool for Play or Academic Engagement?
Lee, Y.-T., & Lim, C.-P. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-460-7_7
Metadata
- Authors
- Barab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T.
- Affiliations
- Indiana University Bloomington (US)
- Boston College (US)
- University of Utah (US)
- Massachusetts Institute of Technology (US)
- The Tech Interactive (US)
- Venue
- Mind, Culture, and Activity
- Publisher
- Informa UK Limited
- Published
- 2002-05
- Volume
- 9
- Issue
- 2
- Pages
- 76-107
- ISSN
- 1074-9039 (ISSN-L)
- 1532-7884
- OpenAlex
- W2028082438
- Cited by
- 265
- References
- 0
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 5 · 2023: 10 · 2022: 6 · 2021: 14 · 2020: 10 · 2019: 10 · 2018: 17 · 2017: 21 · 2016: 12 · 2015: 12 · 2014: 15 · 2013: 17 · 2012: 18
- FWCI
- 23.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mind Culture and Activity (publishedVersion)
- Funders
- American Educational Research Association
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- activity theory, 3D modeling, computer-assisted instruction, systemic tension, division of labor, student-led learning, teacher-centered instruction
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