Exploring How Learners Make Sense of Multimodal Representations Within a Gesture-Augmented Simulation Teaching Thermal Conduction

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: Facilitating Learning With Gestures and Touch

Abstract

This study shows how middle school students understand the visual and gestural representations of a gesture-augmented simulation depicting thermal conduction. Taking an embodiment perspective, the simulation allows students to use conceptually congruent gestures to act as molecules within the environment. But little is known about students’ sensemaking processes within these environments. Using a case study approach, we investigated four students’ sensemaking pathways while using the simulation. Analysis showed that students needed to conceptually understand the simulation’s visuals and gestures, and make conceptual connections across the simulation, their gestures and the anchor phenomenon. Gesturing did not lead to cognitive overload but understanding across representations was critical for their final explanations. Implications for science educators and educational technologists follow

Authors

• Nitasha Mathayas, Indiana University - Bloomington

• Robb Lindgren, University of Illinois at Urbana-Champaign