{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/151315"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/151315","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Culturally-Integrative Encoding: A Human-Computer Interaction Approach to Cultural Learning Interfaces","abstract":"I introduce the Encoding and Decoding Model of Cultural Learning Experiences, which provides structure for analyzing how a creator transforms a source culture into an interactive pedagogical experience about that culture and how individual users interpret that experience. I synthesize principles from museology, cultural computing, cultural pedagogy, and computer-supported collaborative learning (CSCL) to create an approach broadly accessible to creators and human-computer interaction (HCI) researchers. My novel approach emphasizes how CSCL principles can be applied to leverage capabilities of social informal learning spaces; I also embed the ability to address prosocial concerns and to actively support inclusive design practices. Secondly, I propose the Culturally-Integrative Encoding Methodology for constructing an interactive cultural learning experience that (1) represents the culture in a manner that is acceptable and recognizable as accurate to members of that culture, (2) meets contemporary cultural pedagogy goals by supporting a diverse audience in concrete acquisition, abstract acquisition, perspective-taking, and possible perspective transformation, and (3) is usable and engaging for its target audience. I prototype the usage of this methodology by creating the Virtual Latin Quarter Experience (VLQE) in collaboration with the Universal Hip-Hop Museum, demonstrating that a collaborative design process described in the methodology can be used to create a culturallyintegrative online learning interface. A pilot study (n=14) suggests that the VLQE may be able to support relevant pedagogical and usability goals. Future work includes exploring how the Encoding and Decoding Model and the Culturally-Integrative Encoding can scaffold applications of CSCL research, pedagogical frameworks, and inclusive design practices.","abstract_html":"I introduce the Encoding and Decoding Model of Cultural Learning Experiences, which provides structure for analyzing how a creator transforms a source culture into an interactive pedagogical experience about that culture and how individual users interpret that experience. I synthesize principles from museology, cultural computing, cultural pedagogy, and computer-supported collaborative learning (CSCL) to create an approach broadly accessible to creators and human-computer interaction (HCI) researchers. My novel approach emphasizes how CSCL principles can be applied to leverage capabilities of social informal learning spaces; I also embed the ability to address prosocial concerns and to actively support inclusive design practices. Secondly, I propose the Culturally-Integrative Encoding Methodology for constructing an interactive cultural learning experience that (1) represents the culture in a manner that is acceptable and recognizable as accurate to members of that culture, (2) meets contemporary cultural pedagogy goals by supporting a diverse audience in concrete acquisition, abstract acquisition, perspective-taking, and possible perspective transformation, and (3) is usable and engaging for its target audience. I prototype the usage of this methodology by creating the Virtual Latin Quarter Experience (VLQE) in collaboration with the Universal Hip-Hop Museum, demonstrating that a collaborative design process described in the methodology can be used to create a culturallyintegrative online learning interface. A pilot study (n=14) suggests that the VLQE may be able to support relevant pedagogical and usability goals. Future work includes exploring how the Encoding and Decoding Model and the Culturally-Integrative Encoding can scaffold applications of CSCL research, pedagogical frameworks, and inclusive design practices.","abstract_has_math":false,"creators":["Prakash, Megan"],"institution":"Massachusetts Institute of Technology","degree_name":"Master","degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. 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I synthesize principles from museology, cultural computing, cultural pedagogy, and computer-supported collaborative learning (CSCL) to create an approach broadly accessible to creators and human-computer interaction (HCI) researchers. My novel approach emphasizes how CSCL principles can be applied to leverage capabilities of social informal learning spaces; I also embed the ability to address prosocial concerns and to actively support inclusive design practices. Secondly, I propose the Culturally-Integrative Encoding Methodology for constructing an interactive cultural learning experience that (1) represents the culture in a manner that is acceptable and recognizable as accurate to members of that culture, (2) meets contemporary cultural pedagogy goals by supporting a diverse audience in concrete acquisition, abstract acquisition, perspective-taking, and possible perspective transformation, and (3) is usable and engaging for its target audience. I prototype the usage of this methodology by creating the Virtual Latin Quarter Experience (VLQE) in collaboration with the Universal Hip-Hop Museum, demonstrating that a collaborative design process described in the methodology can be used to create a culturallyintegrative online learning interface. A pilot study (n=14) suggests that the VLQE may be able to support relevant pedagogical and usability goals. Future work includes exploring how the Encoding and Decoding Model and the Culturally-Integrative Encoding can scaffold applications of CSCL research, pedagogical frameworks, and inclusive design practices."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["M.Eng."]},{"key":"dc:title","label":"Title","values":["Culturally-Integrative Encoding: A Human-Computer Interaction Approach to Cultural Learning Interfaces"]}]}],"canonical_facts":{"dc:contributor.advisor":["Harrell, Fox"],"dc:contributor.department":["Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science"],"dc:creator":["Prakash, Megan"],"dc:date.accessioned":["2023-07-31T19:30:45Z"],"dc:date.available":["2023-07-31T19:30:45Z"],"dc:date.issued":["2023-06"],"dc:description.abstract":["I introduce the Encoding and Decoding Model of Cultural Learning Experiences, which provides structure for analyzing how a creator transforms a source culture into an interactive pedagogical experience about that culture and how individual users interpret that experience. I synthesize principles from museology, cultural computing, cultural pedagogy, and computer-supported collaborative learning (CSCL) to create an approach broadly accessible to creators and human-computer interaction (HCI) researchers. My novel approach emphasizes how CSCL principles can be applied to leverage capabilities of social informal learning spaces; I also embed the ability to address prosocial concerns and to actively support inclusive design practices. Secondly, I propose the Culturally-Integrative Encoding Methodology for constructing an interactive cultural learning experience that (1) represents the culture in a manner that is acceptable and recognizable as accurate to members of that culture, (2) meets contemporary cultural pedagogy goals by supporting a diverse audience in concrete acquisition, abstract acquisition, perspective-taking, and possible perspective transformation, and (3) is usable and engaging for its target audience. I prototype the usage of this methodology by creating the Virtual Latin Quarter Experience (VLQE) in collaboration with the Universal Hip-Hop Museum, demonstrating that a collaborative design process described in the methodology can be used to create a culturallyintegrative online learning interface. A pilot study (n=14) suggests that the VLQE may be able to support relevant pedagogical and usability goals. 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