Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies
Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies
复制标题
混合现实运动捕捉环境中的协作体现学习：两项科学研究
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Tatyana Koziupa
中科院分区：
文献类型：
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作者：
M. Johnson;David Birchfield;L. Tolentino;Tatyana Koziupa
这两项研究调查了与常规课堂教学相比，混合现实学习环境（EMRELE）可以在多大程度上增强科学学习。混合现实意味着存在物理有形和数字组件。EMRELE的内容要求学生将抽象的概念和关系映射到他们的手势和动作上，以便概念在具体行动中扎根。这些研究比较了一个沉浸式的，高度互动的学习平台，该平台使用动作捕捉系统来跟踪学生的手势和运动，因为他们在高质量的课堂体验中进行动觉学习（教师和内容保持不变）。介绍了两项科学研究：化学滴定和疾病传播。在平衡设计中，一组接受EMRELE干预，而另一组接受常规指导; 3天和中期测试后，干预措施转换。每项研究总共持续6天，有3个测试点：前测、中测和后测。分析显示，与常规教学（效应值范围从0.09到0.37）相比，在具体的EMRELE条件下的放置始终导致更大的学习收益（效应值范围从0.53到1.93）。干预的顺序并不影响后测的最终结果。这些结果进行了讨论，在教育环境中的实施例的一个新的分类。我们假设，积极的结果是由于实施设计到教训和高度的合作所产生的共同定位EMRELE。
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies compare an immersive, highly interactive learning platform that uses a motion-capture system to track students’ gestures and locomotion as they kinesthetically learn with a quality classroom experience (teacher and content were held constant). Two science studies are presented: chemistry titration and disease transmission. In the counterbalanced design 1 group received the EMRELE intervention, while the other group received regular instruction; after 3 days and a midtest, the interventions switched. Each study lasted for 6 days total, with 3 test points: pretest, midtest, and posttest. Analyses revealed that placement in the embodied EMRELE condition consistently led to greater learning gains (effect sizes ranged from 0.53 to 1.93), compared to regular instruction (effect sizes ranged from 0.09 to 0.37). Order of intervention did not affect the final outcomes at posttest. These results are discussed in relation to a new taxonomy of embodiment in educational settings. We hypothesize that the positive results are due to the embodiment designed into the lessons and the high degree of collaboration engendered by the co-located EMRELE.
影响因子：
3.9
作者：
Goldin-Meadow, Susan
通讯作者：
Goldin-Meadow, Susan
影响因子：
4.3
作者：
Cook, Susan Wagner;Yip, Terina KuangYi;Goldin-Meadow, Susan
通讯作者：
Goldin-Meadow, Susan