Collective Feedback Students, Teachers, and Technology Working Together to Make Sense of States of Matter

• In Event: Augmented and Ambient Technologies to Support Embodied and Collaborative Learning

Abstract

This paper explores how a mixed-reality (MR) science learning environment helped students leverage feedback toward collective sensemaking. We draw on the Learning in Embodied Activity Framework, focusing on how students learn as a community. We used interaction analysis to identify two episodes showing children responding differently to novel combinations of teacher and technology feedback. Contrary to individual-focused feedback structures, children relied on peers’ and teacher’s guidance to understand the MR feedback, and also led the sensemaking by testing different ways of interacting with the system and changing their behavior in response to the feedback received. The variety of ways students engaged with feedback in these episodes provide insight into further research on how multi-source feedback could support collective science learning.

Authors

• Sarah Jaewon Lee, Vanderbilt University

• Xintian Tu, University at Buffalo - SUNY

• Simeon Adebola

• Joshua Adam Danish, Indiana University

• Noel D. Enyedy, Vanderbilt University