Student Explanations Improve Through Embodied Learning With a Seasons Simulation

• In Event: Paper Session: Innovative Research on Virtual Reality, Augmented Reality, and Simulations

Abstract

The purpose of this study was to better understand learning with a technology-based environment aimed at helping students develop explanations for causes of the seasons, an important topic in science curricula that is challenging for students. Students used the computer simulation through gestures that embodied key aspects involved in seasonal change. This study involved case analysis of twenty-six middle school students using the learning environment. We found that after using the simulation student explanations improved in multiple ways: they included more canonical elements and less non-canonical elements, and they were more likely to include multiple elements. We conclude that the use of embodiment as a design feature of this seasons simulation supports students with improving their explanations of the seasons.

Authors

• Robert Charles Wallon, University of Illinois at Urbana-Champaign

• Robb Lindgren, University of Illinois at Urbana-Champaign