Mixed-reality Learning Environments: What Happens When You Move from a Laboratory to a Classroom?
| Autor: | Barbara King, Carmen Petrick Smith |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Teaching method
05 social sciences Perspective (graphical) 050301 education Literal and figurative language 050105 experimental psychology Mixed reality Education Blended learning Embodied cognition Structured interview Mathematics education Task analysis 0501 psychology and cognitive sciences 0503 education |
| Zdroj: | International Journal of Research in Education and Science. :577-594 |
| ISSN: | 2148-9955 |
| DOI: | 10.21890/ijres.428961 |
| Popis: | The advent of motion-controlled technologies has unlocked new possibilities for body-based learning in the mathematics classroom. For example, mixed-reality learning environments allow students the opportunity to embody a mathematical concept while simultaneously being provided a visual interface that represents their movement. In the current study, we created a mixed-reality environment to help children learn about angle measurement, and we investigated similarities and differences in learning between students who completed the activity individually during a one-on-one interview and students who observed others complete the activity during whole-class instruction. Pre- and post-assessment results showed that students in both settings learned at similar rates. Additionally, we analyzed the language used during the activity and found that students in the individual setting used more spatial language early in the activity, while students in the whole-class setting used more metaphors. This finding was likely due to differences in the perspectives students have when physically engaging with the angle compared to the perspective when observing someone else engage with the embodied-interaction. |
| Databáze: | OpenAIRE |
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