Abstract
Researchers have increasingly demonstrated how technologies such as augmented reality (AR) can leverage embodiment within play to help students use physical movement to explore complex concepts. Using Vygotsky's (1978) notion of play, we examine how two distinct AR environments-rule-based game play and open-ended modeling play-support 1st and 2nd graders' inquiry (N=122) into how matter changes state at the level of microscopic particles. We further use the notion of keys (Goffman, 1974) to examine how the students construct distinct participation frameworks (Goodwin, 1993) within the two activity designs, and how this organization of activity may impact their learning experience. Our analyses show that students within a game-play environment were more oriented towards accomplishing a goal rather than understanding how a system works whereas those in the modeling-play group focused more explicitly on understanding mechanism and process.
Original language | English (US) |
---|---|
Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
Editors | Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 450-457 |
Number of pages | 8 |
Volume | 1 |
ISBN (Electronic) | 9780990355090 |
State | Published - 2016 |
Externally published | Yes |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
---|---|
Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
Bibliographical note
Publisher Copyright:© 2016 ISLS.
Keywords
- Augmented reality
- Conceptual blending
- Embodiment
- Interaction analysis
- Keys