Think Globally, Interact Locally: Advancing Science Learning using Interactive Spherical Displays to Model Global, Physical Systems

各种技术应用程序和人类用户之间的联系在非正式学习中无处不在，并在很大程度上假设了技术是如何使用的，学习是如何发生的。这一领域的大部分研究都集中在游戏设计和互动上。这个项目将研究这种互动，包括使用代表个人如何使用系统和代表海洋等复杂系统的大型数据集的手势，以了解具有3D设计类型的项目的基本元素如何通过了解这些游戏的认知元素(如博物馆等特定STEM相关环境中的互动)来增强用户体验和增加实用和学习。这个探索路径项目将调查在科学中心和博物馆中使用交互、手势启用的多点触摸领域来教授海洋系统。该项目支持手势的方面将改进互动桌面安装，这可能会让使用意外手势但没有收到任何回应的用户感到沮丧，导致短暂的互动和放弃，而不是重要的互动或学习。该项目将调查不受支持的手势仍然会产生系统响应的方法，这将鼓励用户留在安装位置并继续调查。通过使用手势之间的自然映射以及与球面数据的交互，将支持多个手势的效果。该项目研究了具身认知理论，这些理论支持这样一个概念，即通过在球面显示器上使用全球规模的数据集，更有效地以不扭曲的方式对地球进行建模，因此将更加自然，并允许用户开发更准确的概念模型，说明数据与自身和全球的关系。通过这种方式，该项目分享了对通过游戏学习的一些方面的理解。该领域将不是一个完全开发的游戏，但将分享游戏的特点。该项目由推进非正式STEM学习(AISL)计划资助，该计划旨在促进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括为扩大获得和参与STEM学习经验提供多种途径，推进对非正式环境中STEM学习的创新研究和评估，以及加深参与者对更深层次学习的理解。

The connections between technology applications of all sorts and human users that are ubiquitous in informal learning and assume a great deal about how the technology is used and how learning takes place. Much of the research in this area has been focused on game design and interaction. This project will examine this interaction involving the use of gestures that represent how individuals work with systems and large data sets that represent complex systems like the oceans, to understand how basic elements of a project with a 3-D type of design might enhance the user experience and increase the utility and learning that takes place by understanding the cognitive elements of these game like interactions in specific STEM related settings like museums.This exploratory pathways project will investigate the use of interactive, gesture-enabled, multi-touch spheres for teaching about ocean systems in science centers and museums. The gesture-enabled aspect of the project will improve on interactive table-top installations which can frustrate users who use unexpected gestures and receive no response leading to brief interaction and abandonment without significant interaction or learning. The project will investigate ways in which unsupported gestures would still produce a system response which would encourage the user to remain at the installation and continue to investigate. The effect of multiple gestures will be supported by using natural mappings between gestures and interactions with the on-sphere data. The project investigates theories of embodied cognition that support the notion that by engaging with global-scale datasets on a spherical display more effectively models the earth in a non-distorted manner and therefore will be more natural and allow users to develop a more accurate conceptual model of how data relates to itself and the globe. In this way, the project shares some aspects of understanding about learning through game play. The sphere will not be a fully developed game but will share characteristics of game play.This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.