The Role of Device Affordances in the Design and Implementation of Micro-Lessons: The Intersection of Mode, Length, and Affordance

Background

The proliferation of affordances offered by digital technologies continues to have a significant impact on the learning sciences. The prospects for some benefits from the affordances offered by ICT are appealing but not entirely understood by many educators (Funamori, 2017; Richardson, 2011). Since Gibson (1977) coined the term affordance to represent the relationship between an animal and its environment, affordances have been discussed in educational literature in relation to the application of the various attributes of digital technologies to their possible benefit in the learning process. Likewise, researchers have considered the associations between pedagogies and technology that motivate learning practices. There are many key affordances associated with this discussion, ranging from the portability and depth of reflection (Ilic, 2021c) offered by mobile technology to the customizable environments offered by augmented reality. However, the diverse nature of contemporary information society is mediated through communication technologies, which can lead to questions of information quality and attribution. Researchers have yet to clarify the full impact of this concept on the intersection of technology and education(Code et al., 2022; Gound, 2022; Kefalaki et al., 2022; Lai et al., 2022).