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<p>Research on educational technology calls for diverse methodological approaches to examine the nuanced dynamics and complexities of learning and development scaffolded through emerging learning technologies. However, limited studies have addressed sociocultural dimensions. In this conceptual article, we take a poststructural theoretical perspective through the&#xa0;construct of third space as a potential research methodology to explore epistemological and ontological relations in technology-based learning spaces. Accordingly, we propose a conceptual third space model to guide the perceived, conceived, and lived spaces in the design and implementation of pedagogical approaches in technology education spaces, particularly spaces focused on relations with learners’ perspectives. To illustrate this conceptualized methodology, we present two examples that describe how multilingual learners both engage in writing tasks through the use of virtual reality and how they design digital videos applying mathematical and computer programming concepts. We believe that illuminating a third space as a research methodology can help us&#xa0;inquire and analyze the openness and opportunities to learn in technology-based learning spaces. Challenging and reinforcing assumptions that socioculture and space are critical constituents in contemporary digital contexts&#xa0;allows further reflection on research paradigms in educational technology. In turn, this&#xa0;vision illuminates the significance of the research questions, and the human and ontological foci that a research methodology centered on hybrid learning is bound to explore.</p>

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Illuminating Third Space Methodology for Research on Educational Technology

  • 期刊论文

  • 发表日期：

    2025年5月22日

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  • Yan Chen,
  • Carlos LópezLeiva

摘要

Research on educational technology calls for diverse methodological approaches to examine the nuanced dynamics and complexities of learning and development scaffolded through emerging learning technologies. However, limited studies have addressed sociocultural dimensions. In this conceptual article, we take a poststructural theoretical perspective through the construct of third space as a potential research methodology to explore epistemological and ontological relations in technology-based learning spaces. Accordingly, we propose a conceptual third space model to guide the perceived, conceived, and lived spaces in the design and implementation of pedagogical approaches in technology education spaces, particularly spaces focused on relations with learners’ perspectives. To illustrate this conceptualized methodology, we present two examples that describe how multilingual learners both engage in writing tasks through the use of virtual reality and how they design digital videos applying mathematical and computer programming concepts. We believe that illuminating a third space as a research methodology can help us inquire and analyze the openness and opportunities to learn in technology-based learning spaces. Challenging and reinforcing assumptions that socioculture and space are critical constituents in contemporary digital contexts allows further reflection on research paradigms in educational technology. In turn, this vision illuminates the significance of the research questions, and the human and ontological foci that a research methodology centered on hybrid learning is bound to explore.