Learning With Multiple Representations of Simple Oscillation in a Web-Based Embodied Learning Environment: Analyzing Behavioral Markers

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Science Education: Teacher Training, Student Competencies, Engagement, and Learning Technology (Table 6)

Abstract

This study investigates how middle schoolers learn to integrate dynamically linked multiple representations and models (i.e. graph, mathematical equation, pendulum) of simple harmonic motion in an interactive web-based simulation interface designed to support embodied learning. We present two contrasting cases of integration: a “good integrator/learner”, and a “borderline/poor integrator/learner” as identified through a set of representational integration tasks. We analyze patterns of these students’ interaction with the simulation interface in terms of their visual and mouse-based navigation behavior. By mapping navigation behavior with their performance and reasoning in integration tasks, we identify potential sensorimotor markers of integration and learning with multiple representations in physics/science.

Authors

• Jiabao Wen, Southern Methodist University

• Jonathan Isaac, Southern Methodist University

• Prajakt Pande, Southern Methodist University

• Lin Lin Lipsmeyer, Southern Methodist University