Using Props to Support Embodied Learning of Science Concepts in a Mixed-Reality Environment

• In Event: AERA Poster Session 14
  In Poster Session: Advanced Technology and Learning Poster Session

Abstract

This study investigated students’ science learning in the STEP Mixed-reality environment with physical props. The props were used to support students’ embodied learning on two concepts: 1) how changes of energy level influence a particle's behavior, and 2) attraction between particles. This study aims to explore how the manipulation of props MR environments might support, or sometimes contradict the goal of supporting learners in using their bodies to engage with learning. Twenty-two first and second graders participated in this study. We used interaction analysis to analyze videos of classroom activities, and found that props as supplemental tools supported students in experiencing science concepts that remain challenging in the MR environment without the props.

Authors

• Xintian Tu, Indiana University

• Joshua Adam Danish, Indiana University

• Chris Georgen, Boston University

• Megan Alyse Humburg, Indiana University - Bloomington

• Bria Nichole Davis, Indiana University - Bloomington

• Noel D. Enyedy, Vanderbilt University