Tracing bodies through liminal blends in a mixed reality learning environment

Keifert, Danielle T.; Lee, Christine; Enyedy, Noel; Dahn, Maggie; Lindberg, Lindsay; Danish, Joshua A.

doi:10.1080/09500693.2020.1851423

Cited by 14 publications

(10 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our research team has previously demonstrated that STEP supported students in learning target science content (Danish et al, 2015), shown how different play structures in STEP supported collaborative learning (DeLiema et al, 2019), illustrated how STEP foregrounds the role of the body in student agency and sense making about science (Keifert et al, 2017;Keifert et al, 2020), and discussed the challenges associated with bringing mixed reality to formal K-12 educational settings (Keifert et al, 2017). However, prior analyses have not fully articulated how teachers pedagogically supported playful inquiry during STEP.…”

Section: Methodsmentioning

confidence: 99%

Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Dahn

Lee

Enyedy

et al. 2021

Smart Learn. Environ.

Self Cite

View full text Add to dashboard Cite

In inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

show abstract

Section: Methodsmentioning

confidence: 99%

Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Dahn

Lee

Enyedy

et al. 2021

Smart Learn. Environ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Conclusions about students' affective domain of learning in the context of AR have been drawn through interviews, written surveys, observations, and even EEG measurements. It has been found that students who learned with AR were more intensively engaged in classroom discussions [36,39,77,85,117,120,122,131], were more focused [10,54,78,110,117], showed more enjoyment and interest [10,36,43,46,54,62,68,75,83,85,89,105,112,115,117,119,131] and more often overcame prejudices against the course [36]. Additionally, in the study by Arici et al the teacher reported that students liked to learn within an AR environment because it reminded them of a game environment [36].…”

Section: Positive Effects On Affective Domain Of Learningmentioning

confidence: 98%

“…Similarly, Majid and Majid [77] claimed that visualizing the 3D model of each atom allowed their students to gain more conceptual understanding about atomic structure. Finally, Arici et al asserted that the AR application helped students to internally visualize the unobserevable structure of the atoms [36], and in the study by Keifert et al [68] the AR-based visualization was supposed to establish a connection between students' imaginative embodiment of particles in motion and conceptual ideas they had about properties of states of matter.…”

Section: Atomic and Molecular Physicsmentioning

confidence: 99%

Augmented reality technology in teaching about physics: a systematic review of opportunities and challenges

Vidak,

Movre Šapić,

Mešić

et al. 2024

Eur. J. Phys.

View full text Add to dashboard Cite

The use of augmented reality (AR) allows for the integration of digital information onto our perception of the physical world. In this article, we present a comprehensive review of previously published literature on the implementation of augmented reality in physics education, at the school and the university level. Our review includes an analysis of 96 papers from the Scopus and Eric databases, all of which were published between January 1st, 2012 and January 1st, 2023. We evaluated how AR has been used for facilitating learning about physics. Potential AR-based learning activities for different physics topics have been summarized and opportunities, as well as challenges associated with AR-based learning of physics have been reported. It has been shown that AR technologies may facilitate physics learning by: providing complementary visualizations, optimizing cognitive load, allowing for haptic learning, reducing task completion time and promoting collaborative inquiry. The potential disadvantages of using AR in physics teaching are mainly related to the shortcomings of software and hardware technologies (e.g., camera freeze, visualization delay) and extraneous cognitive load (e.g., paying more attention to secondary details than to constructing target knowledge).

show abstract

“…While LEAF provides a useful toolkit for unpacking embodiment across individual and collective dimensions, a secondary challenge of this work is tracing how students, as individuals and as a group, act and understand the range of metaphors at the moment. To address this challenge, we draw on the notion of liminal blends (Enyedy et al .,2015; Keifert et al , 2020). Liminal blends is the third generation of conceptual blend theory.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Hutchins (1995) coined the term “materially anchored conceptual blends” to refer to this type of stable and socially transmissible blend. The third generation of Conceptual Blend theory (Danish et al , 2020; Keifert et al , 2020), builds on this by taking a sociocultural perspective on the blending process. Vygotsky (1978) suggested that tools are constructed by communities to mediate their object-oriented activity.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Georgen

Danish

et al. 2021

ILS

Self Cite

View full text Add to dashboard Cite

Purpose 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/approach Building 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. Findings The 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/value This 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.

show abstract

Tracing bodies through liminal blends in a mixed reality learning environment

Cited by 14 publications

References 19 publications

Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Augmented reality technology in teaching about physics: a systematic review of opportunities and challenges

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

Contact Info

Product

Resources

About