Constructing liminal blends in a collaborative augmented-reality learning environment
Constructing liminal blends in a collaborative augmented-reality learning environment
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DOI：
10.1007/s11412-015-9207-1
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发表时间：
2015-03-01
影响因子：
4.3
通讯作者：
DeLiema, David
中科院分区：
文献类型：
--
作者：
Enyedy, Noel;Danish, Joshua A.;DeLiema, David
在基于视觉的增强现实（AR）环境中，用户通过视频馈送或设备查看物理世界，这些设备通过图形或信息覆盖增强显示。我们在这篇文章中的目标是询问这些新技术如何以及为什么创造学习机会。我们认为，AR的独特定位是通过其支持学生发展“概念融合”的能力来支持学习，我们建议扩展到认知空间之外，包括多种想法和物理材料的分层，通常由不同的对话参与者提供。我们记录了一个案例研究，并追踪了桌面游戏的叙事结构，物理地板材料（如油毡），学生的第一人称体现体验，第三人称实时摄像机馈电和增强现实符号如何融入到活动中。因此，学生对力和摩擦的概念与各种各样的智力资源融合在一起。我们的结论是，阈限混合框架可以为未来AR学习环境的设计提供信息，特别是有助于对某些资源并置可能产生意想不到结果的方式进行预测。
In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that augments the display with a graphical or informational overlay. Our goal in this manuscript is to ask how and why these new technologies create opportunities for learning. We suggest that AR is uniquely positioned to support learning through its ability to support students in developing "conceptual blends"aEuro"which we propose extend beyond cognitive spaces to include the layering of multiple ideas and physical materials, often supplied by different conversation participants. We document one case study and trace how the narrative structure of a board game, the physical floor materials (e.g. linoleum), a student's first-person embodied experiences, the third-person live camera feed, and the augmented-reality symbols become integrated in the activity. As a result, students' conceptualization of force and friction become fused with a diverse set of intellectual resources. We conclude by suggesting that the framework of liminal blends may inform the design of future AR learning environments and in particular help generate predictions about the ways in which the juxtaposition of certain resources may otherwise produce unexpected results.