Metaphor-Based Learning of Physics Concepts Through Whole-Body Interaction in a Mixed Reality Science Center Exhibit

混合现实科学中心展览中通过全身交互进行基于隐喻的物理概念学习

• 批准号: 1114621
• 负责人: Robb Lindgren
• 金额: $ 141.81万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2014-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1114621&HistoricalAwards=false
• 关键词: Metaphor; Based; Learning; Physics; Concepts

This research project, from The University of Central Florida, and the Museum of Science and Industry, investigates a three-cycle research and development process where middle school student learners will be immersed in a mixed reality environment while interacting with functional metaphors to determine the effects of conceptual change, motivation and scientific habits of mind while engaged in learning physics content. The project is guided by the following research questions: How does the opportunity to embody elements of an immersive simulation affect a learner's propensity to experience conceptual change and develop scientific habits of mind? What design features of missed reality environments best support metaphors? What metrics are most effective for assessing learning through body-based metaphors? What are the practical considerations to creating immersive metaphor-based learning experiences in ISE institutions such as a Science Center?The investigators will use a between subjects mixed method approach with middle school students (N = 360) involving three research cycles that are performed in controlled conditions. The multiple iterations will allow modifications to the study's design to dig deeper into the data and afford more careful analysis, revisions and modifications to simulation content, protocol and data collection instruments and the technology installation. Middle school students will be recruited from local schools and the Museum of Science and Industry visitors. The evaluation plan includes the assessment of perceived values of using whole-body metaphors within mixed reality environments to learn physics. Professional audiences, educators and ISE practitioners will assess the impact, design and content associated with research on learning, mixed reality design, science and physics education. Research on understanding the process of using whole-body interactions in a mixed reality environments will help educational researchers and practitioners in the field understand the effectiveness of metaphor based learning of scientific concepts with whole body interactions. This project contributes knowledge about how people learn within informal settings. This theory-driven design approach has the potential for broad implementation in both formal and informal environments.

这项研究项目，从中央佛罗里达大学，科学与工业博物馆，调查了一个三个周期的研究和开发过程中，中学生学习者将沉浸在一个混合现实环境中，同时与功能隐喻互动，以确定概念变化，动机和科学习惯的影响，而从事学习物理内容。该项目是由以下研究问题的指导：如何体现沉浸式模拟元素的机会影响学习者的倾向，体验概念的变化和发展科学的思维习惯？什么样的设计特征最能支持隐喻？什么样的度量标准对于评估通过基于身体的隐喻进行的学习是最有效的？在伊势机构（如科学中心）中创建沉浸式基于隐喻的学习体验的实际考虑是什么？研究人员将对中学生（N = 360）使用受试者间混合方法，涉及在受控条件下进行的三个研究周期。多次迭代将允许修改研究的设计，以更深入地挖掘数据，并对模拟内容、协议和数据收集工具以及技术安装进行更仔细的分析、修订和修改。中学学生将从当地学校和科学与工业博物馆的游客招募。评估计划包括评估在混合现实环境中使用全身隐喻学习物理的感知价值。专业观众，教育工作者和伊势从业者将评估与学习，混合现实设计，科学和物理教育研究相关的影响，设计和内容。了解在混合现实环境中使用全身交互的过程的研究将有助于该领域的教育研究人员和实践者了解基于隐喻的全身交互科学概念学习的有效性。该项目有助于了解人们如何在非正式环境中学习。这种理论驱动的设计方法有可能在正式和非正式的环境中广泛实施。