Piia Näykki

PhD

Learning sciences

Biography

Post-Doctoral researcher at the Learning and Educational Technology research unit of the University of Oulu. Currently working in an Academy of Finland project, Emotions in collaborative learning – Observing and supporting emotion regulation in teacher education context (Tunteet yhteisöllisessä oppimisessa – Tunteiden säätelyn havainnointi ja tukeminen opettajankoulutuksen kontekstissa). Methodological expertise on the process-oriented and design-based research, applying qualitative and mixed methods analysis particularly on video-recorded social interaction.

Research interests

  • Collaborative learning, computer supported collaborative learning, technology enhanced learning
  • Emotions in group interaction, socio-emotional interaction
  • Video-observation

More info

Selected publications

Näykki, P., Ahonen, A.K., Järvenoja, H., & Pyhältö, K. (2019, accepted). Student teachers’ experienced anxiety and exhaustion – can self-regulated learning function as an antidote. Educational Research and Evaluation.

Näykki, P., Isohätälä, J., Järvelä, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2017). Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. International Journal of Computer-Supported Collaborative Learning, 12(3), 251–279. https://doi.org/10.1007/s11412-017-9259-5.

Näykki, P., Järvenoja, H., Järvelä, S., & Kirschner, P. (2017). Monitoring makes a difference - Quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research, 61(1), 31-46. DOI: 10.1080/00313831.2015.1066440.

Näykki, P., Pöysä-Tarhonen, J., Järvelä, S., & Häkkinen, P. (2015). Enhancing teacher education students’ collaborative problem solving and shared regulation of learning. In O. Lindwall, P. Häkkinen, T., Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 514-517). Gothenburg, Sweden: The International Society of the Learning Sciences.

Näykki, P., Järvelä, S., Kirschner, P., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning – A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1-14.

Näykki, P. & Järvelä, S. (2008). How Pictorial Knowledge Representations Mediate a Collaborative Knowledge Construction in Groups. In C. Angeli (ed.). Special Issue: Distributed Cognition Approaches on Technology in Teacher Education. Journal of Research on Technology in Education, 40(3), pp. 359-387.

Näykki, P. & Järvelä, S. (2006). Shared Visual Representations in Collaborative Knowledge Construction. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments, pp. 393-403.

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher students for 21st century learning practices (PREP 21): A framework for enhancing collaborative problem solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 1-17.

Isohätälä, J., Näykki, P., Järvelä, S., & Baker, M. J. (2017). Striking a balance: socio-emotional processes during argumentation in collaborative learning interaction. Learning, Culture and Social Interaction, 16, 1-19.

Isohätälä, J., Näykki, P., Järvelä, S. & Baker, M.J. (2019, accepted). Critical moments for collaborative learning: when regulation and socio-emotional processes converge in social interaction. Scandinavian Journal of Educational Research.

Järvelä, S., Järvenoja, H. & Näykki, P. (2013). Analyzing regulation of motivation as an individual and social process: A situated approach. In S. Volet and M. Vauras (eds.), Interpersonal regulation of learning and motivation – Methodological advances. London: Routledge, pp. 170-187.

Järvelä, S., Näykki, P., Laru, J., & Luokkanen, T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools. In M. Milrad & P. Flensburg (eds.). Special Issue: Current Approaches to Network Based Learning in Scandinavia. Journal of Educational Technology & Society, 10(4), pp. 71-79.

Järvenoja, H., Näykki, P, Törmänen, T., & Järvelä, S. (2019, accepted). Emotion Regulation in Collaborative learning - When Higher Education Students activate co- and socially shared regulation in the face of challenges? Studies in Higher Education.

Järvenoja, H., Järvelä, S., Malmberg, J., Kontturi, H., & Näykki, P. (2018). Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom. Learning: Research and Practice.

Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Mykkänen, A., & Isohätälä, J. (2018). Capturing motivation and emotion regulation during a learning process. Frontline Learning Research.

Laru, J., Näykki, P., & Järvelä, S. (2015). Four Stages of Research on the Educational Use of Ubiquitous Computing. Learning Technologies, IEEE Transactions, 8(1), 69-82.

Laru, J., Näykki, P. & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), pp. 29–38.

Laru, J., Näykki, P., & Järvelä, S. (2009). Does social software fit for all? Examining students' profiles and activities in collaborative learning mediated by social software. In C. O'Malley, D. Suthers, P. Reimann, and A. Dimitracopoulou (Eds.), Proceedings of the 9th international conference on Computer supported collaborative learning. Vol. 1. International Society of the Learning Sciences, 469-473.

Vuopala, E., Näykki, P., Isohätälä, J., & Järvelä, S.  (2019, accepted). Knowledge Co-Construction Activities and Task-Related Monitoring in Scripted Collaborative Learning. Learning, Culture and Social Interaction.

Research groups

  • Learning and Educational Technology Research Unit (LET)