Embodied science and mixed reality: How gesture and motion capture affect physics education.
Embodied science and mixed reality: How gesture and motion capture affect physics education.
复制标题
DOI：
10.1186/s41235-017-0060-9
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Megowan-Romanowicz C
中科院分区：
文献类型：
--
作者：
Johnson-Glenberg MC;Megowan-Romanowicz C
一个混合的设计是使用文本和游戏般的多媒体来指导物理的内容。该研究评估了哪些变量预测1小时的电场课后的学习收益。三个操纵变量是：（1）体现水平;（2）主动生成水平;（3）故事叙述的存在。进行了两种类型的测试：（1）传统的基于文本的物理测试，用键盘回答;（2）更具体的迁移测试，使用Wacom大型平板电脑，学习者可以使用手势（长滑动）来创建矢量和答案。166名参与者被随机分配到四个条件：（1）符号和文本;（2）低体现;（3）高体现/活跃;或（4）高体现/活跃与叙事。最后两个条件是激活的，因为屏幕上的内容可以通过Kinect传感器收集的身体姿势来操纵。结果表明，在传统键盘后测中，包含具象的三个组比符号和文本组学习到了更多的知识。当知识评估与Wacom平板电脑格式，促进手势，两个积极的手势为基础的组得分显着更高。此外，两个活跃的具身群体的参与度得分显着更高。Wacom的结果表明测试的敏感性问题;更多的体现测试显示更多的体现条件下学习的收益更大。我们建议，随着更多的具体学习脱颖而出，更敏感的测试，包括手势被用来准确地评估学习。预测的参与和学习的条件与图形丰富的故事叙述的差异不支持。我们假设，在实验室实验中，参与者主要是由课程学分激励的，动机和学习的叙事效应可能很难发现。提出了中介式和体验式科学教育的设计原则。本文的在线版本（doi：10.1186/s41235-017-0060-9）包含补充材料，可供授权用户使用。
A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers. The 166 participants were randomly assigned to four conditions: (1) symbols and text; (2) low embodied; (3) high embodied/active; or (4) high embodied/active with narrative. The last two conditions were active because the on-screen content could be manipulated with gross body gestures gathered via the Kinect sensor. Results demonstrated that the three groups that included embodiment learned significantly more than the symbols and text group on the traditional keyboard post-test. When knowledge was assessed with the Wacom tablet format that facilitated gestures, the two active gesture-based groups scored significantly higher. In addition, engagement scores were significantly higher for the two active embodied groups. The Wacom results suggest test sensitivity issues; the more embodied test revealed greater gains in learning for the more embodied conditions. We recommend that as more embodied learning comes to the fore, more sensitive tests that incorporate gesture be used to accurately assess learning. The predicted differences in engagement and learning for the condition with the graphically rich story narrative were not supported. We hypothesize that a narrative effect for motivation and learning may be difficult to uncover in a lab experiment where participants are primarily motivated by course credit. Several design principles for mediated and embodied science education are proposed. The online version of this article (doi:10.1186/s41235-017-0060-9) contains supplementary material, which is available to authorized users.