Poster #35 - Comparing Young Students' Uses of Scientific Annotation Tools for Observing Peers' Embodiment

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-5 - Advanced Technologies for Learning Poster Session

Abstract

Past research has demonstrated the utility of embodiment for young students’ science learning (Lindgren & Johnson-Glenberg, 2013; Authors, 2015), but less is known about how young students make use of scientific annotation tools when observing embodied activities. This study investigates three iPad-based annotation tools -- free drawing, labeled buttons, and graph-generating sliders -- in the context of the Science through Technology Enhanced Play (STEP) embodied mixed-reality environment. Interaction analysis of students’ tool usage in the context of whole-classroom embodied activities reveals various affordances and constraints for each tool and provides suggestions for iterative design. Each annotation directed students’ attention towards different relationships and concepts, and together they supported rich observations and discussions of the particulate nature of matter.

Authors

• Megan Alyse Humburg, Indiana University - Bloomington

• Xintian Tu, Indiana University - Bloomington

• Joshua Adam Danish, Indiana University

• Chris Georgen, Indiana University - Bloomington

• Bria Nichole Davis, Indiana University - Bloomington

• Noel D. Enyedy, Vanderbilt University