Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/260
Title: Investigating Immersion in Relation to Students’ Learning During a Collaborative Location-Based Augmented Reality Activity
Authors: Georgiou, Yiannis
Kyza, Eleni A.
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Georgiou, Y. & Kyza, E. A. (2017). Investigating Immersion in Relation to Students’ Learning During a Collaborative Location-Based Augmented Reality Activity In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: Immersion has been argued to affect students’ learning in settings such as virtual worlds and digital games. However, a review of the literature indicates a lack of empirical studies investigating immersion in relation to the learning process. The present case study characterizes students’ immersive experiences during a location-based augmented reality science activity. Two pairs of students were purposefully selected from a cohort of eighteen 11th graders, due to their diametrically opposing views about their immersive experience. The analysis of students’ discourse during the activity, and of post-activity interviews, yielded a coherent indicator of immersion. To investigate whether each pair’s immersion affected the learning process, we analyzed activity logs, discourse and learning outcome of the two pairs during the collaborative learning process. Findings show that immersion was related to the learning process, dramatically affecting students’ learning behaviors, such as collecting and interpreting the available data, as well as problem-solving patterns.
URI: https:dx.doi.org/10.22318/cscl2017.57
https://repository.isls.org/handle/1/260
Appears in Collections:CSCL 2017

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