ABSTRACT
We describe an approach to designing immersive learning experiences for children using body-based metaphors. Previous research shows benefits for learning through physical interactions in virtual spaces (e.g., [1, 16])---here we look specifically at using mixed reality to embed children as elements within the systems they are attempting to learn. Using gross body-movements the children are able to test predictions and have their intuitions challenged, laying the foundation for deeper conceptual understanding. We present data from a study we conducted comparing the mixed reality experience with a desktop version of the same simulation. Results suggest that children's interactions with designs supporting body-based metaphors can lead them to better grasp the "deep structure" of the learning domain.
- Birchfield, D., Thornburg, H., Megowan-Romanowicz, M. C., Hatton, S., Mechtley, B., Dolgov, I., and Burleson, W. 2008. Embodiment, multimodality, and composition: Convergent themes across HCI and education for mixed-reality learning environments. Adv Hum Comp Int 2008.Google Scholar
- Brederode, B., Markopoulos, P., Gielen, M., Vermeeren, A., and de Ridder, H. 2005. pOwerball: The design of a novel mixed-reality game for children with mixed abilities. In Proceedings of IDC '05 (Boulder CO, 2005), ACM Press. Google ScholarDigital Library
- Chi, M. T. H., Feltovich, P. J., and Glaser, R. 1981. Categorization and representation of physics problems by experts and novices. Cognitive Science, 5 (1981), 121--152.Google ScholarCross Ref
- Coll, R. K., France, B. and Taylor, I. 2005. The role of models and analogies in science education: Implications from research. International Journal of Science Education, 27, 2 (2005), 183--198.Google ScholarCross Ref
- Diehl, V. and Reese, D. D. 2010. Elaborated metaphors support viable inferences about difficult science concepts. Educational Psychology, 30, 7 (2010), 771--791.Google ScholarCross Ref
- Gallagher, S. 2005. How the body shapes the mind. Oxford University Press, Oxford, UK.Google Scholar
- Gentner, D., and Gentner, D. R. 1983. Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner and A. L. Stevens (eds.), Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
- Gobert, J., and Clement, J. 1999. Effects of student generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36 (1999), 39--53.Google ScholarCross Ref
- Hourcade, W. P. 2007. Interaction design and children. Foundations and Trends in Human-Computer Interaction, 1, 4 (2007), 277--392. Google ScholarDigital Library
- Hughes, C. E., Stapleton, C. B., Hughes, D. E., and Smith, E. 2005. Mixed reality in education, entertainment and training: An interdisciplinary approach. IEEE Computer Graphics and Applications, 26, 6 (2005), 24--30. Google ScholarDigital Library
- Johnson, M. 1987. The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press.Google Scholar
- Kirkley, S. and Kirkley, J. 2005. Creating next generation blended learning environments using mixed reality, video games and simulations. TechTrends, 49 (2005), 3, 42--53, 89.Google ScholarCross Ref
- Metaxas, G., Metin, B., Schneider, J., Shapiro, G., Zhou, W and Markopoulos, P. 2005. SCORPIODROME: An exploration in mixed reality social gaming for children. Proceedings of the 2005 ACM SIGCHI International Conference on Advances in Computer Entertainment Technology (New York NY, 2005) ACM Press. Google ScholarDigital Library
- Milgram, P., and Colquhoun, H. 1999. A taxonomy of real and virtual world display integration. In Y. O. H. Tamura (ed.), Mixed reality: Merging real and virtual worlds. Tokyo: Springer-Verlag.Google Scholar
- Pan, Z., Cheok, A. D., Yang, H., Zhu, J., and Shi, J. Virtual 2006. reality and mixed reality for virtual learning environments. Computers and Graphics, 30 (2006), 1, 20--28. Google ScholarDigital Library
- Price, S., and Rogers, Y. 2004. Let's get physical: The learning benefits of interacting in digitally augmented physical spaces. Computers & Education, 43 (2004), 137--151. Google ScholarDigital Library
- Rogers, Y., Scaife, M., Gabrielli, S., Smith, H., Harris, E. A 2002. conceptual framework for mixed reality environments. Designing novel learning activities for young children. Presence, 11 (2002), 6, 677--686. Google ScholarDigital Library
- Vosniadou, S., and Brewer, W. F. 1994. Mental models of the day/night cycle. Cognitive Science, 18 (1994), 123--183.Google ScholarCross Ref
Index Terms
- Supporting children's learning with body-based metaphors in a mixed reality environment
Recommendations
Mixed Reality MIDI Keyboard Demonstration
AM '17: Proceedings of the 12th International Audio Mostly Conference on Augmented and Participatory Sound and Music ExperiencesThe Mixed Reality MIDI Keyboard is a prototype designed to augment virtual reality experiences through the inclusion of a physical interface which aligns the user's senses with the virtual environment. It also serves as a platform on which the uses of ...
Virtual and Real Body Experience Comparison Using Mixed Reality Cycling Environment
Entertainment Computing – ICEC 2018AbstractDifferent solutions present the usage of bicycles with Head Mounted Display (HMD) in which virtual scenarios are visualized as background for athletes training or as cardiac patient rehabilitation systems. However, assessments on presence, degrees ...
Mixed reality in virtual world teleconferencing
VR '10: Proceedings of the 2010 IEEE Virtual Reality ConferenceIn this paper we present a Mixed Reality (MR) teleconferencing application based on Second Life (SL) and the OpenSim virtual world. Augmented Reality (AR) techniques are used for displaying virtual avatars of remote meeting participants in real physical ...
Comments