Cultural Historical Activity Theory Framework Research Articles

Emerging tensions around learning with LLM-based chatbots

This paper investigates the tensions introduced by the introduction of large language model (LLM)-based chatbots in higher education, particularly within a distance university that embraces a networked learning approach. LLM-based chatbots such as ChatGPT are applications that simulate conversations with humans, powered by AI-trained large language models. The study is grounded in a socio-material perspective, considering the digital as inherently intertwined with social, material, and broader contextual factors. Utilising cultural-historical activity theory (CHAT) as a framework, the research examines the changing human-technology relationship and the emerging tensions within the learning activity system.A survey conducted in Spring 2023 at OnlineUni (name changed) revealed that while students appreciate the immediate, personalised responses from LLM-based chatbots, there is significant distrust in the output, and they raised concerns about the quality of learning and the value of their diplomas. Teachers share these concerns and question the evolving roles and responsibilities in education due to such chatbots. The survey, which included responses from 584 students and 171 teachers, highlighted the use of LLM-based chatbots for various purposes, such as obtaining quick answers to generating content, and underscored the need for support in integrating them into learning and professional activities.The CHAT framework allows for an analysis of the activity system, identifying tensions in tool mediation, division of labour, and rules. Students are grappling with the balance between human and AI contributions to learning, the potential for chatbots to undermine the learning process, and the need for clear guidelines on using these technologies. The paper discusses the implications of these tensions on the learning objectives, the role of the community, and the division of labour within the educational setting.The findings suggest that the introduction of LLM-based chatbots is forcing a re-evaluation of what should be taught and how learning could be facilitated. There is a call for critical AI literacy and a better understanding of the redefinition of the division of labour between students, AI, and the community. The study highlights the necessity for collaborative rule-making to navigate the complexities of integrating LLM-based chatbots into higher education, ensuring fairness and accessibility while maintaining the quality of learning.In conclusion, the paper emphasises the need for ongoing research to understand the evolving dynamics of human and non-human actors in the learning process. It calls for a closer examination of the interactions within the learning activity system, particularly the instrumental genesis of student-tool relationships, to inform the development of pedagogical strategies that leverage the capabilities of LLM-based chatbots without compromising the collaborative values of education.

Perspectives of the educational psychologist’s role in a multi-agency children’s social care team: A cultural-historical activity theory framework

Aim(s)This study explored views of the role of the Educational Psychologist (EP) working in multi-agency teams (MATs) supporting care experienced children (CEC), from both the perspectives of EPs and Social Workers (SWs) in Wales.Method/RationaleNumbers of children in care is rising in Wales, and the diversification of the role sees greater involvement of EPs in MATs supporting CEC. Online semi-structured individual interviews were conducted with five SW and EP pairs from MATs in Wales. EP and SW transcripts were analysed separately using reflexive Thematic Analysis (TA), before further analysis using the Cultural-Historical Activity Theory (CHAT) framework to explore tensions and contradictions.FindingsTA findings are presented in two thematic maps. TA of EP interviews highlighted EP’s core and bespoke contributions to multi-agency working, the unique EP input, as well as their skills in working at a variety of levels through direct working with CEC, families, other stakeholders, and the MAT. Analysis of SW interviews highlighted the unique contributions of the EP as well as their essential role in supporting the collaboration of the MAT. The complexity of findings is further examined through application to the CHAT framework.LimitationsLimitations include the absence of the voice of CEC, families, educational and residential settings, as well as the limitations of the semi-structured interview approach to exploring and unpicking the complexity of MATs.ConclusionsBest practice involves the integration of models of practice, and clarifying purpose, roles, and responsibilities. Suggestions for using CHAT to support MAT establishment and functioning are provided.

Application of CHAT Analysis to a Community-Based Action Team

This study applies cultural historical activity theory (CHAT) to a community-based racial equity and social justice action group in the American South. The community action group is referred to as a “team” by participants and by its host community. The CHAT framework applied incorporates Vygotsky’s mediated action triangle and holds that learning can occur within any activity system. Using CHAT, it is possible to clarify points of tension that occurred within the action team during the community-based team’s first year of development. Reflecting on points of tension within the CHAT framework supported appropriate modifications to the team’s development. This application of the CHAT framework demonstrates ways CHAT could be applied to support leadership assessment and constructive follow-up on areas of tension in a community group, thereby contributing to group maintenance and ongoing well-being.
 Keywords: community action group, racial equity, social justice, CHAT

The cultural-historical development of occupational accidents and diseases prevention in France: A scoping review

This article aims to trace some of the key trends in the historical development of Occupational Accident and Disease Prevention in France. For this purpose, we have used the analytical concept of contradiction derived from the Cultural-Historical Activity Theory framework (CHAT). We consider prevention as a fragmented object shared by a network of Activity Systems (AS).We conduct a scoping review to identify contradiction hypotheses on how the French activity system of prevention of occupational accidents and diseases have evolved over time. This review includes 72 theoretical and empirical studies published between 1988 and 2019. The results obtained highlight five contradiction hypotheses related to (i) prevention and remediation, (ii) technological and occupational risks, (iii) employment and improvement of working conditions, (iv) workers’ participation or social dialogue and expertise, (v) individual and collective approaches. These contradictions have arisen over time and have emerged as symptoms of incompatibilities in the network of AS that have persisted. The paper ends with a discussion on future prospects and learning challenges for prevention.

Co-creativity in real-world problem solving in project-based learning in higher education

The present study constitutes a preliminary effort to frame co-creativity, project-based learning and real-world problem-solving under a cultural historical activity theory framework. The paper establishes co-creativity as collective concept formation in the wild and collective mediation as primary elements for the study of real-world problem solving in higher education. This study aims at bridging gaps between co-creative real-world problem solving in higher education and knowledge, competency, action between higher education and the real world.

Creative play and the role of the teacher through the cultural-historical activity theory framework

ABSTRACT This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children’s creative play, in order to enhance and support creativity. The study is grounded on Vygotsky’s Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the ‘Toy factory’. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children’s creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher’s actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development.

Transformational Processes in the Activity System and in the Educator/Designer through Design Procedure under CHAT

This study analyses the role of design procedures under Cultural Historical Activity Theory (CHAT) in the system of the activity and in the educator/designer’s professional and personal skills. Our effort has come as metacognitive outcome of a research that took place at a Contemporary Art Museum and in a classroom for students (11 years old). The purpose of the initial research was to highlight how an educational program under CHAT in a Contemporary Art Museum with the Life Cycle of Materials, as its Object, could affect students’ sustainable literacy, motives and relationships. As a metacognitive process the educator/researcher, who was simultaneously the designer, also studied the transformational processes of all Subjects of the activity system as well as her professional and personal transformations as an internal study for self-literacy. This paper describes trajectories of strategies, interactions, and expansions to the activity system, and puts forward for discussion the use of theoretical tools and epistemological principles of expansive learning for metacognitive analysis. Practical engagements with the theoretical framework of CHAT, came out as an important factor in the development of transformative agency and self-literacy at a professional level.

A Cultural-Historical Activity Theory (CHAT) Analysis on Educational Psychology Class: The Challenges in Delivering a Fully Online Classroom Environment

In assisting students’ transformation, classes provide activities with face validity. This paper aims to provide readers with cultural-historical activity theory (CHAT) analysis of Educational Psychology class at a private university in Yogyakarta. Activity Theory is a theoretical framework for the study and interpretation of human interaction through the use of instruments and objects. It provides a holistic and contextual discovery approach that can be used to help qualitative and interpretive research. Activity Theory is especially important in circumstances that have a large historical and cultural context and where participants, their goals and their tools are in a state of rapid and continuous change. Few studies explored the use of CHAT framework to reveal the challenges in providing a fully online class in a higher education. Therefore, this study intended to explore the practical importance of CHAT theory use for the delivery of a class in a fully online learning environment. The results revealed the units of analysis (UoA) of the CHAT framework. In addition, the students shared some challenges they faced in relation to those units of analysis. The implication of this study is to utilize the CHAT framework as a tool to evaluate the learning process.

A holistic framework for developing purposeful practical work

This work applies a cultural historical activity theory (CHAT) framework to understand how the outcome of a high school laboratory task may be positively influenced without making changes to the hands-on practical task itself. Informed by cognitivism, novel practical instruction videos that were based on the same video but had different audio content (“one video two voice overs”) have been developed to provide opportunities to prepare for the practical task procedure and then to reflect upon the task's underlying concepts. We use the CHAT framework as a guide to change pupils’ lab roles and rules of engagement were made to structure student interaction and facilitate an equitable and cooperative learning environment. We demonstrate that students benefit from these interventions and achieve significantly higher attainment scores in GCSE chemistry examination practical-themed questions than those students who prepared for the practical task by watching either the novel videos or standard instructional videos during the lesson. In, addition the students working in the scaffolded cooperative learning environment also perceived their confidence in relation to practical-related tasks at higher levels than those in other groups. This work contributes a novel approach to laboratory teaching by placing greater emphasis on dialogic processes as a tool accomplish a practical-based activity.

Learning through co-configuration of a novel business model for sustainable innovation

This paper analyses a network's learning through co-configuration. The co-configuration process of a novel business model - a cooperative - in a digital printing network demonstrates that the quest for sustainability in innovations sets the network participants a learning challenge. The study draws on the conceptualisation of object-oriented co-configuration and multi-level learning in the cultural-historical activity theory framework. It follows the network's object creation through six workshops by analysing the discursive breaks and turning points in the process of co-configuration. The key findings of the paper are the understanding that a sustainable business model is not a stable or final solution, but an adaptive process, which requires collective efforts from network participants on multiple levels. In order to become sustainable in various areas, including environmental, social and economic areas, novel business models should focus on learning. This study contributes to studies of work innovations by increasing the understanding and significance of learning through co-configuration for sustainable innovation in work life networks.

CHAT framework to study affordances in CALL environments

This paper proposes to explore the theory of affordances in the light of cultural historical activity theory (CHAT) to study affordances in complex Computer Assisted Language Learning (CALL) environments. The term ‘affordance’ designates an action possibility that is offered by an environment or an object to an actor in the environment either “for good or ill” (Gibson, 1979). It depends not only on the inherent characteristics of the environment but also on the users’ perception and action capabilities. CALL affordances are said to be a unique combination of social, educational, linguistic, and technological affordances (Blin, 2016a). However, there is limited research to date that looks at affordances from an ecological perspective linking the micro moment-to-moment interaction levels with the macro level within which they are embedded in educational contexts (Blin, 2016a). This paper explores the analytical tools of CHAT (Leontyev, 1978; Engeström, 1987) as particularly suitable to investigate affordances at the macro, meso and micro levels of technology-mediated sociocultural educational contexts in CALL.

“Doing authentic research” with artifacts to facilitate teacher learning across multiple communities

The current study reports the learning process of a group of teachers as they move across the school context and a research-oriented professional learning community (PLC). Using the framework of cultural-historical activity theory, this study analyzes the contradictions that teachers encounter among different activity systems and how these contradictions are resolved. The findings show that teachers are engaged in various research activities around “authentic” problems. Mediating tools are deliberately designed and used to address these problems, which facilitate teachers’ learning process and the transformation of the community culture. The role of structural design and teacher leadership for teacher learning in PLCs is discussed.

Antimicrobial resistance challenging professional learning in three LMICs

PurposeAntimicrobial resistance (AMR) is a huge global challenge calling for changes in learning and working in health-care settings. The purpose of this study is to examine tensions expressed by professionals involved in AMR in three low- and middle-income countries (LMIC) in Asia and Africa.Design/methodology/approachThe qualitative study was based on 60 face-to-face or online interviews in three LMICs. The interviews were analyzed by thematic analysis and analysis of elements of an activity system.FindingsA number of tensions within activity systems were analyzed revealing key issues inhibiting reconceptualization of object of work and moving toward new activity. The study suggests four opposing forces: (1) cost efficiency and good public health objectives; (2) historically and culturally developed hierarchies and good public health objectives; (3) individual responsibility and institutional responsibility; and (4) fragmented set ups and holistic view of activity as critical when developing learning and work activities in analyzed settings.Originality/valueThis study expands the analysis of learning needs beyond individual skills and knowledge by taking a systemic approach using the cultural-historical activity theory framework. It shows that learning around AMR is needed at individual, organizational and national level.

The "Moon Test": A Step Towards Evaluating Comprehension of Educational Text through Model Mediation.

This paper addresses the issue of educational text comprehension, which is one of the major problems in secondary schools, especially when such texts are introduced in the natural sciences. Studies on text comprehension often regard reading as a standalone skill: its mechanisms are discussed from leading theoretical approaches (cognitivism, constructivism, etc.), and variables are distinguished and evaluated. Most of the researchers consider text comprehension to be active reconstruction of the meaning which the text delivers, and regard the application of the information retrieved from the text to problem-solving as the indicator for a deep comprehension level. Since we work within the framework of Cultural-Historical Activity Theory (CHAT), we consider educational text comprehension to be mediated through special content-related models which students have to acquire. Unfortunately, there are no studies which have directly linked reading, corresponding problem-solving, and working with content-related models (symbolic means, schemes); hence, with this research, we are seeking to fill in the gap. Our goal is to elaborate the perspective on educational text comprehension as mediated through mastering special modeling (symbolic) means. In this article we illustrate this approach with the "Moon test"- an assessment procedure which we designed to materialize the components of orientation of students' action as they succeed or fail to solve problems by relying on the educational text provided. We conducted the "Moon test" among the fifth graders (10-12 years old). The text, which told the students how to use the moon's visual transformations as a calendar, was followed by 12 tasks on the topic. The tasks required using the text to master the model provided, and then solve challenging tasks which only referred to the model implicitly. To analyze the results, we grouped the tasks in four blocks: 1) model acquisition; 2) mastering; 3) application; and 4) experience. The results showed a statistically significant decrease in the students' performance on tasks of the third and the fourth blocks, which required reasonable application of the models. Further analysis of individual patterns of performance allowed us to distinguish clusters of students with different levels of success in each block. Our results attest to the importance of model mediation for reading comprehension and the development of scientific literacy.

Enhancing inclusion through the collective activity of collaboration: a cultural historical activity theory perspective

ABSTRACT This research study focuses on how teachers experience, negotiate and resolve tensions through the collaboration with other teachers and members of staff and the factors which may influence, support or undermine their role as inclusive teachers. For the purposes of this study, we drew upon Cultural Historical Activity Theory framework to examine the interconnectedness of the factors that may influence teachers’ collaborative activities. We used Cyprus as our case study to explore the collective activity of collaboration (or lack of) between teachers and other members of staff in the school system. Research data revealed that teachers are increasingly aware of the value the collaboration with other teachers as a means to achieve inclusion more successfully. However, a number of factors including professional factors and contextual factors such as increased workload, lack of additional personnel in classrooms, curriculum demands and home-school relationship were found to create tensions in the activity of collaboration and consequently to affect the implementation of inclusion in the school system.

Using a cross-cultural conception of play to explore the perspectives of parents of Somali heritage and primary school practitioners in an English primary school

AimThis research explored perspectives of play according to parents of Somali heritage and primary school practitioners, in an English primary school. At its core, it aimed to investigate the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children. The broader contentious concern of the role of play in early years and primary education was also explored.MethodFocus group discussions drew on cross-cultural conceptions of play, to explore how parents of Somali heritage children and primary school practitioners perceive the relationship of play to children’s development and learning, with consideration for their own experiences of childhood.FindingsFocus group data were analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this research highlight shared and individual definitions of play, competing benefits of play, and the importance across cultures of play being intrinsically motivated.LimitationsA small sample of participants is represented and all participants were female.ConclusionsImplications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service, and policy level.

The change laboratory in medical education: Two examples of tackling contradictory challenges.

Medical education and workplace learning is bound to develop through tensions between providing high quality patient care and providing training of the future specialist healthcare workforce. This paper on the Change Laboratory and the theoretical framework supporting it, shows examples on how to explore inherent and contradictory tensions in medical education and healthcare and use them as a driving force for change. We argue that the traditional tools and theories for change and fixing tensions are inadequate and therefore suggest an alternative strategy found in Cultural-Historical Activity Theory (CHAT) and the Change Laboratory method. The Change Laboratory intervention method builds on the theoretical framework of CHAT and specifically the theory of expansive learning. The Change Laboratory intervention method uses well-defined steps for participants in collaboration with researchers/facilitators to co-construct and develop new ways of going about their work practice. Drawing on our own research on implementing the Change Laboratory intervention method we present two case examples of interventions in respectively a Finnish surgical unit and a Danish paediatric outpatient clinic. The Change Laboratory intervention offers ways to systematically leverage tensions in medical education and thus could be effective in developing and designing organisational and professional change. It is not a quick fix solution as participators must be motivated and engaged in uncovering inherent contradictions in their activity systems (workplace) and get familiar with the concepts and theory underlying the intervention and its procedures. Profound knowledge and transformative agency emerges when participants and facilitators/researchers are given the time and opportunity to analyse both historical practice, current data on practice, and organisational issues collaboratively in order to envision and redesign their practice and learning environment.

An integrated analytical framework for analysing expansive learning in improved cook stove practice

Abstract This paper reveals relationships between four analytical frameworks, boundary interaction, reflexivity, transformative agency, and Sannino's reformulated Vygotskian double stimulation model in an Integrated Analytical Framework (IAF) used to analyse expansive learning processes via Boundary Crossing Change Laboratory Workshops in the development of will and volitional actions. I show how transformation emerges from expansive learning processes using two Transformative Pathways in Improved Cook Stove (ICS) practice in Chapita Village case study in Malawi. Introduction of ICSs in the traditional cooking practice generated conflict of motives within subjects of interacting activity systems. I used Cultural Historical Activity Theory (CHAT) to identify and analyse the conflict of motives using socio-cultural historical analysis and analysis of contradictions around learning, promotion, and utilisation of the ICS. Expansive learning processes triggered and supported participants' development of transformative agency, leading to collaborative decision implementation that transformed their activities via expressions of the IAF. The IAF demonstrates how transformation can also be analysed within CHAT framework beyond transformative agency tools. The paper provides a theoretically informed approach to analysis and recommends testing the IAF with different data sets for theory advancement as it consolidates frameworks, which are key in learning for sustainability and transformation of human activities.

A research environment for teacher-driven research – some demands and possibilities

Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors’ experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.

Marketing communication in the digital age: exploring the cultural historical activity theory in examining Facebook's advertising platform

Facebook is the leading social media platform, with more than 1.8 billion users. The growth of Facebook has been a phenomenon, and the demographics of its users cut across all social strata. Businesses have taken note of Facebook's online presence and are increasingly advertising on Facebook. To understand the role of Facebook in creating the link between businesses and clients, we drew on a theoretical framework that identifies the importance of technology mediation between subjects and objects. The cultural historical activity theory (CHAT) explicates the role of technology as a mediator between different groups of users. This theory identifies five key components, or 'mediating factors', that enhance the users' ability to beneficially employ technology. The use of Facebook to reach customers was explored within the theoretical lens of CHAT. This research examined the advertising trend on Facebook over the last ten years by focusing on the reasons why it has gained popularity among firms. The study proposes that marketing professionals consider using the CHAT framework in order to understand the mediating role of social media platforms in facilitating effective marketing campaigns.