skip to main content
10.1145/3173574.3174027acmconferencesArticle/Chapter ViewAbstractPublication PageschiConference Proceedingsconference-collections
research-article

Designing for Student Interactions: The Role of Embodied Interactions in Mediating Collective Inquiry in an Immersive Simulation

Published: 21 April 2018 Publication History

Abstract

Advances in mobile and wireless technologies provide new possibilities for supporting K-12 learning activities that can be spatially distributed in the classroom, for example in jointly investigating a scientific phenomenon. Such technologies have an impact on the ways in which students engage with one another, and with the quality of their engagement with the activity itself. This paper uses an embodied approach to understand the patterns of interactions between students (e.g., student-to-student, student-to-teacher) and with computational media within the environment (e.g., student-to-device, student-to-large display), in relation to students' real-time meaning making as they engage in collective inquiry in an immersive simulation environment. The design-based research study consists of two iterations tested in an authentic school setting. We found that increased student-to-student interactions was accompanied by improved observational accuracy and higher quality student explanations constructed. The design implications of the research findings are discussed.

References

[1]
Michelene TH Chi. 1997. Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences 6, 3: 271--315.
[2]
Joshua A Danish, Noel Enyedy, Asmalina Saleh, Christine Lee, and Alejandro Andrade. 2015. Science through Technology Enhanced Play: Designing to support reflection through play and embodiment. In Proceedings of The Computer Supported Collaborative Learning Conference (CSCL '15), ISLS, Gothenburg, Sweden.
[3]
Ton de Jong and Wouter R van Joolingen. 1998. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research 68, 2: 179--201.
[4]
Pierre Dillenbourg and Patrick Jermann. 2010. Technology for classroom orchestration. In New Science of Learning Cognition, Computers and Collaboration in Education, Myint Swe Khine and Issa M Saleh (Eds.). Springer, New York, NY, 525-- 552.
[5]
Paul Dourish. 2001. Where the action is. MIT Press, Cambridge, MA.
[6]
Cindy E Hmelo-Silver, Rebecca Jordan, Lei Liu, and Ellina Chernobilsky. 2010. Representational Tools for Understanding Complex ComputerSupported Collaborative Learning Environments. In Analyzing Interactions in CSCL, Sadhana Puntambekar, Gijsbert Erkens and Cindy E HmeloSilver (Eds.). Springer US, New York, 83--106.
[7]
Joseph S Krajcik and Phillis C Blumenfeld. 2006. Project-based learning. In The Cambridge Handbook of the Learning Sciences, R Keith Sawyer (Ed.). Cambridge University Press, New York, 317--334.
[8]
Deanna Kuhn, John Black, Alla Keselman, and Danielle Kaplan. 2000. The development of cognitive skills to support inquiry learning. Cognition and Instruction 18, 4: 495--523.
[9]
Robb Lindgren and Mina C Johnson-Glenberg. 2013. Emboldened by embodiment. Educational Researcher 42: 445--452.
[10]
Marcia C Linn and Bat-Sheva Eylon. 2011. Science learning and instruction: Taking advantage of technology to promote Knowledge Integration. Routledge, New York, NY.
[11]
Lasse Lipponen, Marjaana Rahikainen, Jiri Lallimo, and Kai Hakkarainen. 2003. Patterns of participation and discourse in elementary students' computer-supported collaborative learning. Learning and Instruction 13, 5: 487--509.
[12]
C C Liu and L C Kao. 2007. Do handheld devices facilitate face-to-face collaboration? Handheld devices with large shared display groupware to facilitate group interactions. Journal of Computer Assisted Learning 23, 4: 285--299.
[13]
Michelle Lui and James D Slotta. 2014. Immersive simulations for smart classrooms: Exploring evolutionary concepts in secondary science. Technology, Pedagogy and Education 23, 1: 57--80.
[14]
Michelle Lui, Alex C Kuhn, Alisa Acosta, Chris Quintana, and James D Slotta. 2014. Supporting learners in collecting and exploring data from immersive simulations in collective inquiry. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '14), ACM Press, New York, NY, 2103--2112.
[15]
Leilah Lyons, Michael Tissenbaum, Matthew Berland, Rebecca Eydt, Lauren Wielgus, and Adam Mechtley. 2015. Designing visible engineering. In Proceedings of the 14th International Conference on Interaction Design and Children (IDC '15), ACM Press, New York, NY, 49--58.
[16]
David McNeill. 1992. Hand and Mind. University of Chicago Press, Chicago, IL.
[17]
Tom Moher. 2006. Embedded Phenomena: Supporting science learning with classroom-sized distributed simulations. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '06), ACM Press, New York, NY, 691--700.
[18]
National Science Board. 2010. Preparing the Next Generation of STEM Innovators (National Science Board Publication No. NSB-10--33). National Science Foundation, Washington, DC.
[19]
Sigrid Norris. 2004. Analyzing Multimodal Interaction. Routledge, London; New York, NY.
[20]
William R Penuel, Jeremy Roschelle, and Nicole Shechtman. 2007. Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning 2, 1: 51--74.
[21]
Kylie Peppler, Joshua A Danish, Benjamin Zaitlen, Diane Glosson, Alexander Jacobs, and David Phelps. 2010. BeeSim: leveraging wearable computers in participatory simulations with young children. In Proceedings of the 9th International Conference on Interaction Design and Children (IDC '10) ACM Press, New York, NY, 246--249.
[22]
Sara Price, Carey Jewitt, and Mona Sakr. 2016. Embodied experiences of place: a study of history learning with mobile technologies. Journal of Computer Assisted Learning 32, 4: 345--359.
[23]
Sara Price and Carey Jewitt. 2013. A multimodal approach to examining "embodiment" in tangible learning environments. In Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction (TEI '13), ACM Press, New York, NY, 43--50.
[24]
Jeremy Roschelle and Roy D Pea. 2002. A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology 1, 1: 145--168.
[25]
Mona Sakr, Carey Jewitt, and Sara Price. 2014. The semiotic work of the hands in scientific enquiry. Classroom Discourse 5, 1: 51--70.
[26]
Noreen M Webb. 1989. Peer interaction and learning in small groups. International Journal of Educational Research 13, 1: 21--39.
[27]
Noreen M Webb. 2009. Predicting learning from student interaction: Defining the interaction variables. Educational Psychologist 18, 1: 33--41.
[28]
Michelle H Wilkerson-Jerde, Brian E Gravel, and Christopher A Macrander. 2014. Exploring shifts in middle school learners' modeling activity while generating drawings, animations, and computational simulations of molecular diffusion. Journal of Science Education and Technology.
[29]
Alyssa Wise, Alissa Antle, and Jillian Warren. 2017. Explanation-giving in a collaborative tangible tabletop game: Initiation, positionality, valence, and action-orientation. In Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL '17), ISLS, Philadelphia, PA, 471--478.
[30]
Gustavo Zurita and Miguel Nussbaum. 2007. A conceptual framework based on Activity Theory for mobile CSCL. British Journal of Educational Technology 38, 2: 211--235.

Cited By

View all
  • (2024)Navigating the Job-Seeking Journey: Challenges and Opportunities for Digital Employment Support in KashmirProceedings of the ACM on Human-Computer Interaction10.1145/36373758:CSCW1(1-28)Online publication date: 26-Apr-2024
  • (2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
  • (2021)HoloBoard: a Large-format Immersive Teaching Board based on pseudo HoloGraphicsThe 34th Annual ACM Symposium on User Interface Software and Technology10.1145/3472749.3474761(441-456)Online publication date: 10-Oct-2021
  • Show More Cited By

Index Terms

  1. Designing for Student Interactions: The Role of Embodied Interactions in Mediating Collective Inquiry in an Immersive Simulation

      Recommendations

      Comments

      Information & Contributors

      Information

      Published In

      cover image ACM Conferences
      CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems
      April 2018
      8489 pages
      ISBN:9781450356206
      DOI:10.1145/3173574
      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

      Sponsors

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 21 April 2018

      Permissions

      Request permissions for this article.

      Check for updates

      Author Tags

      1. digitally augmented physical spaces
      2. embodiment
      3. large displays
      4. multi-device environments
      5. multimodality
      6. science inquiry

      Qualifiers

      • Research-article

      Funding Sources

      • Social Sciences and Humanities Research Council of Canada

      Conference

      CHI '18
      Sponsor:

      Acceptance Rates

      CHI '18 Paper Acceptance Rate 666 of 2,590 submissions, 26%;
      Overall Acceptance Rate 6,199 of 26,314 submissions, 24%

      Upcoming Conference

      CHI 2025
      ACM CHI Conference on Human Factors in Computing Systems
      April 26 - May 1, 2025
      Yokohama , Japan

      Contributors

      Other Metrics

      Bibliometrics & Citations

      Bibliometrics

      Article Metrics

      • Downloads (Last 12 months)27
      • Downloads (Last 6 weeks)9
      Reflects downloads up to 01 Mar 2025

      Other Metrics

      Citations

      Cited By

      View all
      • (2024)Navigating the Job-Seeking Journey: Challenges and Opportunities for Digital Employment Support in KashmirProceedings of the ACM on Human-Computer Interaction10.1145/36373758:CSCW1(1-28)Online publication date: 26-Apr-2024
      • (2024)Learning from Learning - Design-Based Research Practices in Child-Computer InteractionProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655754(338-354)Online publication date: 17-Jun-2024
      • (2021)HoloBoard: a Large-format Immersive Teaching Board based on pseudo HoloGraphicsThe 34th Annual ACM Symposium on User Interface Software and Technology10.1145/3472749.3474761(441-456)Online publication date: 10-Oct-2021
      • (2019)Privacy and Security Considerations For Digital Technology Use in Elementary SchoolsProceedings of the 2019 CHI Conference on Human Factors in Computing Systems10.1145/3290605.3300537(1-13)Online publication date: 2-May-2019

      View Options

      Login options

      View options

      PDF

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader

      Figures

      Tables

      Media

      Share

      Share

      Share this Publication link

      Share on social media