Mixed-Reality Learning Environments: What Happens When You Move from a Laboratory to a Classroom?

Autor/inn/en	King, Barbara; Smith, Carmen Petrick
Titel	Mixed-Reality Learning Environments: What Happens When You Move from a Laboratory to a Classroom?
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 2, S.577-594 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Educational Environment; Blended Learning; Teaching Methods; Instructional Effectiveness; Intermode Differences; Cognitive Processes; Technology Uses in Education; Computer Simulation; Simulated Environment; Mathematics Instruction; Grade 3; Grade 4; Task Analysis; Pretests Posttests; Achievement Gains; Thinking Skills; Expressive Language; Figurative Language; Structured Interviews + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Künstliche Umwelt; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Aufgabenanalyse; Achievement gain; Leistungssteigerung; Denkfähigkeit
Abstract	The advent of motion-controlled technologies has unlocked new possibilities for body-based learning in the mathematics classroom. For example, mixed-reality learning environments allow students the opportunity to embody a mathematical concept while simultaneously being provided a visual interface that represents their movement. In the current study, we created a mixed-reality environment to help children learn about angle measurement, and we investigated similarities and differences in learning between students who completed the activity individually during a one-on-one interview and students who observed others complete the activity during whole-class instruction. Pre- and post-assessment results showed that students in both settings learned at similar rates. Additionally, we analyzed the language used during the activity and found that students in the individual setting used more spatial language early in the activity, while students in the whole-class setting used more metaphors. This finding was likely due to differences in the perspectives students have when physically engaging with the angle compared to the perspective when observing someone else engage with the embodied-interaction. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01