Understanding Young Children's Science Learning through Embodied Communication within an MR Environment

Autor/inn/en	Tu, Xintian; Danish, Joshua; Humburg, Megan; Zhou, Mengxi; Mathayas, Nitasha; Enyedy, Noel; Jen, Tessaly
Titel	Understanding Young Children's Science Learning through Embodied Communication within an MR Environment
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 18 (2023) 2, S.231-258 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tu, Xintian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-023-09395-z
Schlagwörter	Science Education; Computer Simulation; Nonverbal Communication; Concept Formation; Technology Uses in Education; Teaching Methods; Interaction; Elementary School Students; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Computergrafik; Computersimulation; Non-verbal communication; Nonverbale Kommunikation; Concept learning; Begriffsbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication's individual and collective functions as a way of seeing students' learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49-87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01