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Elementary students learning science in an MR environment by constructing liminal blends through action on props

Elementary students learning science in an MR environment by constructing liminal blends through... This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..Design/methodology/approachBuilding on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.FindingsThe authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.Originality/valueThis study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Elementary students learning science in an MR environment by constructing liminal blends through action on props

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-5348
DOI
10.1108/ils-10-2020-0235
Publisher site
See Article on Publisher Site

Abstract

This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..Design/methodology/approachBuilding on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.FindingsThe authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.Originality/valueThis study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.

Journal

Information and Learning ScienceEmerald Publishing

Published: Aug 9, 2021

Keywords: Mixed reality; Embodied learning; Science education; Interaction analysis; Collective embodiment; Liminal blend

References