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What is Sociocultural Theory

Chapter 14
Handbook of Research on Promoting Economic and Social Development Through Serious Games
Coined by contemporary scholars, the term refers to a set of theoretical frameworks that originated in the Soviet Union in the beginning of the 20th century by Lev Vygotsky and his colleagues, Alexander Luria, and Alexei Leont’ev. These frameworks included Vygotsky’s Cultural-Historical Psychology and Leont’ev’s Activity Theory.
Published in Chapter:
A Rationale for Leveraging Serious Game Design Through Sociocultural Theory
Ilias Karasavvidis (University of Thessaly, Greece)
Copyright: © 2022 |Pages: 23
DOI: 10.4018/978-1-7998-9732-3.ch014
Abstract
The present work focuses on the issue of serious game design (SGD) through the lens of sociocultural theory. First, the main challenges that the field of SGD faces are briefly outlined. Second, Vygotsky's sociocultural theory is introduced and explored as a means to address these challenges. Third, a rationale for SGD that is informed by Vygotsky's ideas is introduced. This rationale is based on (1) viewing concepts as psychological tools and (2) conceptualizing two types of resources for SGD: exploration and application. According to this rationale, SGD needs to include a problem, exploration resources, and application resources. The chapter concludes with a discussion of the major implications of the proposed rationale for SGD.
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Chapter 16
Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction
Language and literacy theory in which social and cultural contexts are integral to language development (including semiotics), as opposed to theories that see language(s) as rule-based and highly structured.
Published in Chapter: Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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Chapter 1
Social Media in Higher Education: Fostering Learner Engagement Through a Sociocultural Approach
A psychological theory that conceptualizes learning as a social process and emphasizes interaction between people and their social, cultural, and historical contexts.
Published in Chapter: Social Media in Higher Education: Fostering Learner Engagement Through a Sociocultural Approach; From: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
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Chapter 12
Fostering Equal Education in Nigeria: A Reflection of LGBTIQ+ Rights
This is also known as social cultural-historical theory is a psychological and educational framework that depicts simply the role of social interaction, cultural practices, and historical context in shaping human development and learning. Sociocultural theory was developed by the Russian psychologist Lev Vygotsky in the early 20 th century.
Published in Chapter: Fostering Equal Education in Nigeria: A Reflection of LGBTIQ+ Rights; From: Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom
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Chapter 1
Educational Responsibility in the Deepfake Era: A Primer for TPACK Reform
Defined as a theory in psychology in which learners cognitively develop based on their personal and cultural interactions.
Published in Chapter: Educational Responsibility in the Deepfake Era: A Primer for TPACK Reform; From: Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies
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Chapter 9
Disrupting the Deficit-Gaze: Building Asset Language With Teacher Candidates
The understanding that people and their behaviors are shaped by their surroundings.
Published in Chapter: Disrupting the Deficit-Gaze: Building Asset Language With Teacher Candidates; From: Dispositional Development and Assessment in Teacher Preparation Programs
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Chapter 5
Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces
Refers to the theoretical framework that describes how culture and historical influences and social interactions are mediated and situated in the learning process, and in turn, lead to the development of thought, language, and higher cognitive functions.
Published in Chapter: Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces; From: Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning
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Chapter 12
Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning
Sociocultural theory posits that learning occurs when humans are placed in different settings to perform different social activities. According to sociocultural theory, people need to negotiate meanings and interact with peers and tools to learn.
Published in Chapter: Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning; From: Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
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Chapter 2
Extended Reality (XR) Teaching in the Era of Deepfakes: A TPACK and LOU Primer for Filtering Deepfakes and Malinformation in Subject-Area Content
Psychology theory that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live.
Published in Chapter: Extended Reality (XR) Teaching in the Era of Deepfakes: A TPACK and LOU Primer for Filtering Deepfakes and Malinformation in Subject-Area Content; From: Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies
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Chapter 6
Establishing Digital Agency in the Internet of Things (IoT): Pedagogic Transformations From the DLI Fellowship
First espoused by Russian psychologist Lev Vygotsky, SCT theorists examine how cultural interactions facilitate cognitive development.
Published in Chapter: Establishing Digital Agency in the Internet of Things (IoT): Pedagogic Transformations From the DLI Fellowship; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 16
Computerized Dynamic Assessment as a Potential Inclusive Assessment Tool for Reading Comprehension
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Chapter 4
Standing Against the Wind: Empowering Minority Voices Through Culturally Enriched Teacher Candidate Training
A psychological theory introduced by Russian psychologist Leve Vygotsky in the mid-1920s suggesting an inseparable link between mind, brain, and culture.
Published in Chapter: Standing Against the Wind: Empowering Minority Voices Through Culturally Enriched Teacher Candidate Training; From: Critical Essays on the New Moral Imperative for Supporting Marginalized Students in PK-20 Education
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Chapter 13
Blended Learning for Pre-Service Teachers
This is a theory that stresses the role that social interaction plays in psychological development. Human learning is viewed largely as a social process, and that cognitive functions are formed based on interactions with others who are more skilled and with artefacts.
Published in Chapter: Blended Learning for Pre-Service Teachers; From: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
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Chapter 14
Using Google Drive to Write Dialogically with Teachers
A collection of related theories that attend to the social and cultural aspects of contexts in which people communicate and make meaning; see Perry (2012) for an overview.
Published in Chapter: Using Google Drive to Write Dialogically with Teachers; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 3
A Paradigm for Global Student Interactions Through Digital Technologies in a Post-COVID Era
A psychological theory of human development based upon the principle that knowledge and learning arise from interactions of an individual in everyday social and cultural situations.
Published in Chapter: A Paradigm for Global Student Interactions Through Digital Technologies in a Post-COVID Era; From: Preparing Faculty for Technology Dependency in the Post-COVID-19 Era
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Chapter 2
COVID-19 Virtual Dilemma: Parents' Perspectives on Math Learning at Home
Vygotsky’s theory that emphasizes learning occurs through social and cultural interactions.
Published in Chapter: COVID-19 Virtual Dilemma: Parents' Perspectives on Math Learning at Home; From: Educational Recovery for PK-12 Education During and After a Pandemic
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Chapter 17
Computational Participation as a Portal to Collaborative STEM
Perspectives and approaches to learning systemized by Vygotsky and his followers, that emphasize how learning is necessarily situated in cultural contexts, and is a semiotic process that underscores the dynamic interdependence of social and individual processes in meaning making and knowledge building (Vygotsky, 1934/1978).
Published in Chapter: Computational Participation as a Portal to Collaborative STEM; From: Handbook of Research on Innovative Digital Practices to Engage Learners
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Chapter 6
Dynamic Assessment as a Learning-Oriented Assessment Approach
Vygotsky’s sociocultural theory highlights the salience of social interaction on individuals’ cognitive development.
Published in Chapter: Dynamic Assessment as a Learning-Oriented Assessment Approach; From: Handbook of Research on Perspectives in Foreign Language Assessment
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Chapter 16
Children's Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice
An umbrella term which encompasses the ideas of many authors to include, most significantly, mind as mediated, identity and meaning in communities of practice, legitimate peripheral participation, situated cognition, distributed cognition and planes of participation, the metaphors of participation and acquisition, activity theory, cultural psychology, and power and agency in learning. Learning is located and distributed across groups of people as opposed to in individual brains or minds.
Published in Chapter: Children's Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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