EXP: Promoting Learning through Annotation of Embodiment (PLAE)

网络学习和未来学习技术计划资助的努力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，研究其促进学习的可能性和有效使用它们的挑战，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。手势、身体运动和空间位置等虚拟资源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，这些具体的资源需要连接到其他智力资源更容易识别的学校符号系统，数学方程，图形和科学词汇。该项目将研究如何在增强现实学习环境中标记，识别和查看活动的关键元素的能力，以支持学生对物理科学中的科学内容的反思。 项目研究将有助于开发技术系统应用的基础，该技术系统采用与注释相结合的体现资源，以支持儿童学习基本科学概念。由于商业电脑游戏中运动跟踪界面的普及（例如Xbox Kinect和Wii），低成本运动的能力-跟踪系统正在迅速发展到在不久的将来可以开发实际课堂应用的地步。该项目将研究增强现实环境中的具体游戏模拟的注释如何引导学生注意关键的科学概念，使他们有机会反思和修改对这些概念的理解。系统开发和试点测试后，学生将被分配到两个条件之一，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索注释在支持学生在体现建模活动中的反思方面的作用，并进一步展示通过允许学生设计和协商自己的注释所增加的价值。每个实验的数据主要有两个来源：（1）评估学生对物质颗粒性质理解的总体增长的前-后内容测量，以及（2）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，重点在于注释特征如何支持关于系统的底层规则的反射。这项研究的结果将告知未来的教育技术，依赖于体现运动的设计。

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.