Understanding young children's science learning through embodied communication within an MR environment

被引:3
|
作者
Tu, Xintian [1 ]
Danish, Joshua [1 ]
Humburg, Megan [1 ]
Zhou, Mengxi [1 ]
Mathayas, Nitasha [1 ]
Enyedy, Noel [1 ]
Jen, Tessaly [1 ]
机构
[1] Indiana Univ, 201 North Rose Ave, Bloomington, IN 47405 USA
基金
美国国家科学基金会;
关键词
Embodiment; Gesture; Mixed-reality; Activity theory; Science education; Interaction analysis; Communication; Augmented reality; TANGIBLE INTERACTION; GESTURES; DESIGN; KNOWLEDGE; MOTION;
D O I
10.1007/s11412-023-09395-z
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication's individual and collective functions as a way of seeing students' learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49-87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning.
引用
收藏
页码:231 / 258
页数:28
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