By Mona Sakr
Some thoughts about the role of gaze in students’ historical inquiry a digitally augmented local site of interest
I’m currently analyzing data from a project looking at students’ exploration of a digitally augmented local site of interest. The students used iPads to engage with the WW2 history of the local common and the experiences of people in the area during the war. One of our research focuses is how being in situ can facilitate students’ inquiry about the past. How do students use both the physical and the digital environments to support their learning and interactions?
In coming to a multimodal analysis of students’ embodied experiences of time and place, I suspected that movement would be important to students’ inquiry. I had hypothesized that movement would enable them to make links between different areas on the common. However, what I hadn’t previously thought much about was the way that gaze would also be an essential tool in enabling inquiry about the past.
Research on gaze has tended to position it as either an indicator of attention (as in psychological research) or as a key instrument in social interaction (as in sociology and conversation analysis). But in our project on students’ inquiry on the Common, gaze acted as a thinking tool. In particular, the movement of their gaze back and forth between the digital environment of the iPad and the physical environment of the local common enabled them to engage simultaneously with the past and the present, comparing these points in time.
In an illustrative clip (picture above), two students are discussing how they think they would have felt if they had had to live in a deep shelter under the common during WW2. They talk about what they would have missed and constantly their gaze moves between the image of the shelter on the iPad screen and the physical environment that surrounds them – an environment that they describe as ‘free’. Gaze enables them to regularly re-engage with the present day environment so that they can work through abstract ideas or associations they have about the space.
To see more about this project, watch our video about embodied experiences of Clapham Common and students’ historical inquiry.