WeMake: A Framework for Letting Students Create Tangible, Embedded and Embodied Environments for Their Own STEAM Learning

Karakostas, Anastasios; Palaigeorgiou, George; Kompatsiaris, Ioannis

doi:10.1007/978-3-319-70284-1_1

Cited by 10 publications

(4 citation statements)

References 49 publications

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“…It might be beneficial to use a blend of synchronous and asynchronous to support all participants as they advance through the project. One participant remarked that it was important to think “about the wrap around time for each session which needs to be built into this virtual synchronous work.” Karakostas, Palaiageorgio, and Kompatsiaris (2017) have suggested that Mixed Reality Makerspaces can merge digital screens or wall projections and physical making to provide learners with an immersive interface. In the virtual makerspace, the technology needs to accommodate the need for a one‐to‐large group, one‐to‐small group, and one‐to‐one interactions.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

Bridging distance: Practical and pedagogical implications of virtual Makerspaces

Lock

Redmond

Orwin

et al. 2020

Computer Assisted Learning

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Makerspaces are locations where people with common interests can work on projects, share ideas, tools and expertise to make or create. There is an abundance of "how to" guides and research studies on physical makerspaces, little research focuses on describing the virtual making processes and the experiences therein. This qualitative study explores the experiences of seven participants who engaged in a synchronous virtual makerspace. Meeting once a month over 16 weeks, members of the International Maker Educator Network participated in the making of a robot. This case study describes how the virtual making occurred, the personal experiences of the makers, technology used to support virtual making, and the affordances and inhibitors of virtual making. Data are analysed through the lens of a professional learning community and the People, Means and Activities makerspace framework. The paper concludes with implications for virtual making in practice and future research opportunities.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

Bridging distance: Practical and pedagogical implications of virtual Makerspaces

Lock

Redmond

Orwin

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Despite these suggested learning affordances, incorporating innovative embodied and natural user interfaces in the school classroom introduces new challenges to teaching and learning; therefore, their incorporation in mainstream education is at a very slow pace [51]. According to Karakostas, Palaigeorgiou, and Kompatsiaris [52] existing research on embodied learning technologies has been fragmented and has taken place mostly in laboratory settings focusing on the participants' interactions with the embodied environments, therefore lacking a clear focus on investigating their efficacy in authentic educational contexts. Moreover, while a number of technology-enhanced embodied learning environments have received positive evaluation in high-controlled laboratory settings [29,53], the limited number of studies conducted in authentic school classrooms had not be as successful as initially expected in promoting students' learning gains, compared to low-embodied, desktop-based environments [54,55].…”

Section: Learning With Embodied Digital Gamesmentioning

confidence: 99%

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Georgiou

Ioannou

2019

MTI

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Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction afforded by emerging embodied digital educational games may heighten even more immersion and learning. However, there is lack of empirical research warranting these claims. This case study has investigated the impact of high-embodied digital educational game, integrated in a primary school classroom, on children’s immersion and content knowledge about nutrition (condition1 = 24 children), in comparison to the impact of a low-embodied version of the game (condition2 = 20 children). Post-interventional surveys investigating immersion indicated that there was difference only on the level of engagement, in terms of perceived usability, while children’s learning gains in terms of content knowledge did not differ among the two conditions. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children’s experienced immersion. Implications are discussed for supporting immersion in high-embodied educational digital games.

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“…This novel pedagogy is supported by the widespread population of affordable motion-based technologies in combination with the emergence of immersive interfaces, which have opened the doors for the design of embodied digital learning apps [1]. Despite the tremendous educational affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at very slow pace [2], given that in-service teachers are reluctant to adopt such educational innovations, as they lack appropriate training [3]. However, little are yet known about teachers' concerns towards the adoption of technology-enhanced embodied learning, while there is also a lack of Professional Development (PD) programmes supporting teachers on the topic.…”

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning

Georgiou

Ioannou

2019

Lecture Notes in Computer Science

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Despite the affordances of technology-enhanced embodied learning, its integration in mainstream education is currently at slow pace given that inservice teachers are reluctant to adopt this innovation. This exploratory study investigated the concerns of 31 in-service primary education teachers, who took part in a Professional Development (PD) programme, using a questionnaire grounded in the Concerns Based Adoption Model (CBAM) about the adoption of technology-enhanced embodied learning. The findings of this study indicated that, at the outset of the PD programme, the participating teachers had relatively few personal and management concerns; in contrast, they were highly concerned about obtaining more information, collaborating with other colleagues as well as about expanding the innovation further. Teachers' participation in the PD programme had a significant impact on the mitigation of these concerns. By the end of the PD programme teachers retained only some high-level concerns, which are essential for the sustainability of technology-enhanced embodied learning.

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WeMake: A Framework for Letting Students Create Tangible, Embedded and Embodied Environments for Their Own STEAM Learning

Cited by 10 publications

References 49 publications

Bridging distance: Practical and pedagogical implications of virtual Makerspaces

Bridging distance: Practical and pedagogical implications of virtual Makerspaces

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Investigating In-Service Teachers’ Concerns About Adopting Technology-Enhanced Embodied Learning

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