EXP: Promoting Learning through Annotation of Embodiment (PLAE)

网络学习和未来学习技术计划资助的工作将有助于设想下一代学习技术，并推进我们对人们如何在技术丰富的环境中学习的了解。网络学习探索（EXP）项目通过设计和构建新型学习技术并研究其促进学习的可能性和有效使用它们的挑战来探索新型学习技术的可行性。通过体现注释促进学习（PLAE）项目将研究如何适应新的运动跟踪技术和增强现实，以支持幼儿在课堂上的科学学习。具体的资源——手势、身体运动和一个人在空间中的位置——越来越被认为是学生参与和更好地理解科学和数学概念的重要方式。然而，这些具体化的资源需要与其他更容易被学校符号系统、数学方程、图表和科学词汇所识别的智力资源联系起来。该项目将研究增强现实学习环境中标记、识别和查看活动关键元素的能力如何支持学生对物理科学内容的反思。项目研究将有助于发展技术系统应用的基础，利用具体化的资源结合注释来支持儿童学习基础科学概念。由于商业电脑游戏（例如Xbox Kinect和Wii）的动作跟踪接口的普及，较便宜的动作跟踪系统的功能正在迅速发展，在不久的将来可以开发出实际的课堂应用。该项目将研究在增强现实环境中嵌入游戏模拟的注释如何将学生的注意力引导到关键的科学概念上，同时为他们提供反思和修正他们对这些概念的理解的机会。在系统开发和试点测试之后，学生将被分配到两个条件中的一个，这两个条件涉及：(1)所有学生生成的注释或(2)所有教师和研究人员创建的注释。通过对比这两种模型，该项目将能够详细探讨注释在支持学生在具身建模活动中的反思方面的作用，并进一步展示允许学生设计和协商自己的注释所增加的价值。每个实验将有两个主要的数据来源：(1)发布前的内容测量，以评估学生对物质颗粒性质的理解的整体增长；(2)对学生活动视频的项目编码和分析，以分析技术和课程促进的学习过程的类型，重点关注注释特征如何支持对系统基本规则的反映。本研究结果将为未来基于具身动作的教育技术的设计提供参考。

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. Cyberlearning Exploration (EXP) Projects explore the viability of new kinds of learning technologies by designing and building new kinds of learning technologies and studying their possibilities for fostering learning and challenges to using them effectively. The Promoting Learning through Annotation of Embodiment (PLAE) project will research how new motion-tracking technologies and augmented reality can be adapted to support young children's science learning in the classroom. Embodied resources - gesture, physical motion, and one's location in space - are increasingly recognized as important modalities for students to engage and better understand science and mathematics concepts. However, these embodied resources need to be connected to other intellectual resources more readily recognized by school-notation systems, mathematical equations, graphs, and scientific vocabulary. The project will investigate how the ability to label, identify, and view key elements of activity within augmented reality learning environments support student reflection on scientific content in the physical sciences. Project research will help develop the foundations for the application of technology systems employing embodied resources combined with annotation to support children's learning of basic science concepts. Because of the popularity of motion-tracking interfaces for commercial computer gaming (e.g. the Xbox Kinect and Wii), the capabilities of less expensive motion-tracking systems are rapidly advancing to the point where practical classroom applications can be developed in the near future.The project will research how annotations of embodied play simulations in an augmented reality environment can direct student attention towards key scientific concepts while providing them with opportunities to reflect upon and revise their understanding of those concepts. After development and pilot testing of the system, students will be assigned to one of two conditions that involve either: (1) all student-generated annotations or (2) all teacher- and researcher-created annotations. By contrasting these two models, the project will be able to explore in detail the role of annotation in supporting students' reflection within embodied modeling activities, and to further demonstrate the value that is added by allowing students to design and negotiate their own annotations. There will be two main sources of data for each of the experiments: (1) a pre-post content measure to assess overall growth in student understanding of the particulate nature of matter, and (2) project coding and analysis of videos of student activity to analyze the types of learning processes promoted by the technology and curriculum, with a focus on how the annotation features support reflection about the underlying rules of the system. The results of this research will inform the design of future educational technologies which rely upon embodied motion.