Augmented reality sandboxes: children’s play and storytelling with mirror worlds

Leinonen, Teemu; Brinck, Jaana; Vartiainen, Henriikka; Sawhney, Nitin

doi:10.1080/14626268.2020.1868535

Cited by 12 publications

(11 citation statements)

References 38 publications

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“…The limitations of laboratory space can be overcome with technology so that students can still observe objects as they did initially. Augmented reality (AR) enhances traditional learning resources that are difficult to obtain through real experience [7], [8]. The research conducted by Weshah et al [9] aims to overcome the impracticality of the learning process and the inability of students to understand concepts by creating AR for android-based smartphones.…”

Section: Introductionmentioning

confidence: 99%

The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

Damopolii¹,

Paiki²,

Nunaki³

2022

TEM Journal

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Critical thinking (CT) in biology is important for future learners. The examination results from previous studies are complemented by the author's initial findings showing that students' CT is not well developed. This research develops comic books as Augmented Reality (AR) markers to raise students' CT. ADDIE model is used in this research. The scaletest was limited to twenty rural high school students. Validation sheets, CT tests, and questionnaires were used to collect data. The research results show that comic books and AR are valid based on expert evaluation. Limited scale trial of moderate improvement in student CT (n-gain = 0.38). 75% of students' CT has developed well at the end of the lesson. There is a significant difference between pre- CT and post-CT (p < 0.05). Students respond excellently to the use of comic books as AR markers in learning. This research concludes that comic books and AR are valid and their use in learning during a pandemic can improve students' CT. Recommendations for future research are trials on a large scale to determine the strong effectiveness of using comic books as AR markers.

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Section: Introductionmentioning

confidence: 99%

The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

Damopolii¹,

Paiki²,

Nunaki³

2022

TEM Journal

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“…These views evolve through acting in the world, which means that conceptual changes in thinking happen through interaction with others and the world. Most naturally, children investigate the world through play, by embodied and creative means (Bruner, 1983;Leinonen et al, 2021;Piaget, 1962). This thesis understands a child as an active actor and agent of their own life from a very early age.…”

Section: Children As Research Participants and Ethical Considerationsmentioning

confidence: 99%

“…Involving children in research means not only abiding by rules such as not causing harm or avoiding risk, but actively seeking ways to enhance children's wellbeing (Nutbrown, 2018b). In this thesis, my aim was to enhance children's participation in their everyday lives and thus eventually to ensure their basic rights (UNICEF, 1989) 9 by supporting their agency in the matters important to them (Brinck et al, 2020(Brinck et al, , 2023Leinonen et al, 2021).…”

Section: Children As Research Participants and Ethical Considerationsmentioning

confidence: 99%

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Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.

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“…Kim and Kim, 2017), explain current media events (see, e.g. Leinonen et al, 2021), connect to popular culture (see, e.g. Dyson, 2020), develop civic engagement (see, e.g.…”

Section: Play: Weaving It All Togethermentioning

confidence: 99%

Storytelling through block play: imagining identities and creative citizenship

2022

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In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant‐background and refugee‐background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8‐ to 10‐year‐old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story‐telling, identity, creative citizenship and play‐based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play‐based storytelling to address out‐of‐school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.

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Augmented reality sandboxes: children’s play and storytelling with mirror worlds

Cited by 12 publications

References 38 publications

The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

Open design pedagogy: Revealing openness in early childhood education with digital technology

Storytelling through block play: imagining identities and creative citizenship

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