This thesis is about learning. It is about how younger students (6–12 years old) use things on-screen (representations, feedback, or virtual characters) and how they handle digitalised learning environments. I have explored this subject using many perspectives and theories, not only focusing on handheld tools and physical or virtual materials, but also on the social interactions behind the screens, and how certain collaborative patterns may evolve when working alone or with a peer or tutor on a tablet. In some cases, comparisons between virtual and physical interaction have been made (Paper I and II); in others, specific features and behaviours in virtual learning environments (VLEs) have been investigated (Paper III-V).
The results from the 5 studies in this thesis are in line with present research in the field, which is heterogeneous and sometimes inconclusive. While mindless digitalisation of physical materials may deprive students from specific activities or input, and thereby diminish the learning experience, VLEs that are well-designed and equipped with specific features can contribute to increased learning. Rather than drawing general conclusions that one kind of interaction is better than another, I highlight the complexity of virtual learning environments and their possible effects on the students using them. In all studies, the ambition has also been to analyse student behaviour in depth, observing or logging their interactions, and scrutinising the fuzzy, complex interplay of materials, strategies, and learning outcomes.
The thesis contributes to the ongoing debate on the effectiveness of digital tools in education, providing insights into how virtual and physical contexts can shape learning outcomes in different ways.