Piia Näykki

Piia Näykki
University of Jyväskylä | JYU · Faculty of Education and Psychology

Doctor of Education

About

42
Publications
17,062
Reads
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Citations
Introduction
Assistant Professor and Docent Piia Näykki works at Faculty of Education and Psychology at University of Jyväskylä, Finland. She obtained her PhD in Educational Sciences in 2014 at University of Oulu, Finland and Title of Docent in 2020 at University of Jyväskylä, Finland. Her research interests include technology-enhanced learning, emotions and interaction processes in collaborative learning. She is a former member and alumni in Learning and Educational Technology Research Unit, Oulu, Finland.
Additional affiliations
September 2003 - present
University of Oulu
Position
  • PostDoc Position

Publications

Publications (42)
Article
Full-text available
Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively...
Article
Full-text available
Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a s...
Article
The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the scrip...
Presentation
Full-text available
This paper presents preliminary results about students’ experiences of using LA visualizations as a support for study planning and progression monitoring. University students (N=104) participated in the study in which the developed service was studied with a high-fidelity prototype version. The focus of this study was on exploring students’ experie...
Article
Lapset tarvitsevat aikuisen tukea oppiakseen säätelemään tunteitaan. Jotta varhaiskasvatuksen ammattilainen voi tarjota lapsille monipuolista ja sensitiivistä tunteiden säätelyn tukea osana pedagogista toimintaa, häneltä odotetaan oman roolin tiedostamista lapsen tunteiden kanssasäätelijänä. Lasten tunteiden säätelytaitojen tukeminen pedagogisessa...
Article
Full-text available
Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technologies being used for collaboration on a daily basis are not sufficiently equipped to promote collaborative lea...
Article
Full-text available
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was...
Article
Full-text available
There has been a growing interest in higher education to explore how learning analytics (LA) could be used to support student engagement. Providing actionable feedback with LA for students is an emerging area of research. Previous studies have commonly focused on course-level aspects of supporting engagement with LA, but students’ perspectives have...
Article
Full-text available
Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development...
Book
Tunteet ja niiden sääteleminen ovat suuressa roolissa elämässämme, vaikuttaen oppimiseen, sosiaalisten suhteiden muodostumiseen sekä yleiseen hyvinvointiin. Tunteiden säätelytaidot ovat tärkeitä oppimisen taitoja, joiden avulla ihminen kykenee tunnistamaan, tulkitsemaan ja hallitsemaan omia tunteitaan ja toimintaansa erilaisten tunteita herättävien...
Article
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning s...
Article
Full-text available
Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold...
Article
This study focuses on emotion regulation in the challenging situation of collaborative learning. The aim is to explore what type of challenges trigger group-level emotion regulation and what kind of co- and socially shared emotion regulation strategies emerge in relation to these challenges. The participants are 62 higher education students, who co...
Presentation
Full-text available
In this presentation, we report the results on our longitudinal study where students were followed for three years during bachelor level teacher education studies. The aim was to find out on how the students’ 21st century skills are developing, such as strategical learning, collaboration dispositions as well as use of ICT in education and attitudes...
Article
This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in whic...
Article
Collaborative learning involves fluctuations in how students participate in social interaction and how they engage in interactions that are cognitive (e.g., sharing knowledge, monitoring learning) and more socio-emotional (e.g., encouragement, positive appraisal) in nature. Few studies have investigated how participation in social interaction fluct...
Article
This study examines first-year student teachers’ (N = 310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anx...
Article
This study explores teacher education students' knowledge co-construction activities, task-related monitoring and script use in collaborative learning situations. The specific aims are to investigate how students engage in knowledge co-construction activities and to compare task-related monitoring and script use in groups with active and passive kn...
Article
Full-text available
This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to...
Article
This study explores fluctuation in students’ emotional state and motivational goals during a learning project that requires self-regulation. The research asks the following questions: (1) How do students’ emotional state and motivational goal fluctuate between the gStudy learning sessions during a two-month project? (2) How do students with differe...
Article
Productive interaction in collaborative learning requires a balance of engaging in high-level cognitive processes while sustaining socio-emotional processes that are favorable to this, but researchers often neglect to study both these aspects, with the relations between the two. This study focused on cognitive processes—namely, knowledge-based argu...
Article
Full-text available
This study focuses on Finnish pre-service teachers’ perceptions of their twenty-first century skills, especially their learning strategies, collaboration and teamwork, as well as knowledge and attitudes related to ICT in education. The target group consist of 263 first-year pre-service teachers from three universities. The results outline how pre-s...
Article
This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative lear...
Poster
Full-text available
This study illustrates how groups strike a balance between favorable socio-emotional processes and argumentative interaction in face-to-face collaborative learning. Our study is based on the analysis of self-report data and videos (N = 20, M = 1 h 9 min.) of teacher education students’ (N= 19, 5 groups) collaborative interaction. Our findings revea...
Article
Full-text available
With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teac...
Article
Full-text available
In this paper, the Gartner Group’s hype cycle is used as the basis for categorizing and analyzing research on the educational use of ubiquitous computing. There are five phases of the hype cycle: the technology trigger, the peak of inflated expectations, the trough of disillusionment, the slope of enlightenment, and the plateau of productivity. Res...
Article
Full-text available
The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month cou...
Article
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explo...
Conference Paper
Full-text available
In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning -- as mediated by social software -- were examined. Although the sample size in this study was small (n=22), Bayesian Dependency Modeling method provided statistically viable insight. The results show that learners...
Article
This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an...
Article
Full-text available
In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three de...
Conference Paper
Full-text available
Successful collaboration and creation of opportunities for multiple social interactions are critically important to the future of teaching and learning. People need to learn more in formal educational settings and in informal and to collaborate more often in order to solve problems and construct, share, and create new information. Because individua...
Conference Paper
The benefit of computers in collaborative learning has been broadly researched, but it is still unknown what kind of possibilities the pedagogical use of mobile tools and wireless devices can bring to learning. In this paper we will present some results of two evaluation studies of students' conceptions of mobile devices in learning. The aim of the...