Gesture-Based Representational Challenges for Learning Science with Mixed Reality Technologies

Abstract

Studies on gesture-based learning environments show that student science learning is enhanced by gesturing, but few studies describe students' challenges using gesture-augmented technology for learning. I examined students' representational challenges when using a gesture-augmented simulation to learn thermal conduction. Using grounded coding to analyze three middle school students' videos using the simulation, operational and conceptual challenges emerged as pertinent factors impacting their sensemaking. Implications and suggestions for further research follow.