An Analysis of Supplementary Guided Play Activities to Enhance Embodied Science Learning Within Classroom Contexts

• In Event: Perspectives on Learning in Technology-Rich Settings

Abstract

This study investigates how to support elementary students scientific inquiry as they participate in mixed-reality embodied learning activities within traditional classrooms. The study aims to explore how the use of supplemental guided play activities can 1) enhance embodied learning and 2) accommodate large participant groups. Twenty-two First and second grade students participated within mixed-reality computer simulation activities by embodying particle behavior in different states of matter. Implications provide insight for future designs for supplemental activities that support students’ embodied learning

Authors

• Bria Nichole Davis, Indiana University - Bloomington

• Xintian Tu, Indiana University

• Megan Alyse Humburg, Indiana University - Bloomington

• Chris Georgen, Boston University

• Joshua Adam Danish, Indiana University

• Noel D. Enyedy, Vanderbilt University