Supporting learners in collecting and exploring data from immersive simulations in collective inquiry

Abstract

Digitally augmented physical spaces (e.g., smart classrooms) offer opportunities to engage students in novel and potentially transformative learning experiences. This paper presents an immersive rainforest simulation and collective inquiry activity where students collect observational data from the environment and explore their peers' data through large visualization displays and personal mobile devices. Two iterations of the design were tested, which resulted in higher quality student explanations constructed. Images were found to be an important source of evidence for the explanations, more so than text-only evidence. We also found that patterns of collective ideas influenced student performance, and that visualizations, as ambient or plenary displays, supported both teacher and students in reviewing patterns of collected data.

Middleware-based Software Architecture for Interactions in the Smart Learning Environment

“…Some studies have shown an immersive simulation environment that involves large interactive displays in classes for collective inquiry from students based on their experiences and observations. Compared to the traditional inquiry-based system, the new spaces offer new types of learning experiences that serve to engage students with science concepts that have traditionally been taught through more passive or less advanced forms of interaction (Lui et al 2014). In this respect, learners are turned into active participants because of the surrounding physical environment, which serves to motivate learners to think, reflect and drive their own understanding (Price & Rogers 2004).…”

“…The augmented spaces can adopt a variety of learning methods. A study shows that learners would be able to collect, observe and explore data from the equipped augmented setting through visualisation displays and a variety of personal gadgets (Lui et al 2014). As a result, collective information and various visualisations generated from the ambient environment can improve users' experience and allow for more engaging teaching and learning methods.…”

“…Users' comments are responded to in a realtime setting involving visualisations. The response serves to capture and aggregate user's observation for knowledge building and discourse (Lui et al 2014). The novel system must complement and define such immersive digital environments, where users respond to the ambient class effectively.…”

“…The collective inquiry method has been deployed into the entire classroom that focuses on interaction design (Lui et al 2014). In contrast, collaborative inquiry tends to focus on group interactions.…”

“…In contrast, collaborative inquiry tends to focus on group interactions. Studies show that learners, in collective inquiry, are capable of thinking deeply and developing their own understanding, but with an emphasis on individual progress contributions (Lui et al 2014). Subsequently, there is a demand to leverage more natural interaction forms afforded by smart space for the provision of collaboration and authenticity of learning experience.…”