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|Title:||Extended Embodiment: Physical and Conceptual Tools in a Mixed-Reality Learning Environment as Supports for Young Learners’ Exploration of Science Concepts|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Tu, X., Georgen, C., Danish, J., & Enyedy, N. (2020). Extended Embodiment: Physical and Conceptual Tools in a Mixed-Reality Learning Environment as Supports for Young Learners’ Exploration of Science Concepts. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1269-1276). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Past studies have demonstrated the utility of embodied activity with mixed reality (MR) for young students’ science learning. In this study, we integrate physical objects (“props”) into the MR environment as additional sensemaking resources during full-body science learning activities. We analyze how the props complement and extend embodied activity as participants collectively organize, model, and discuss how water particles move during state changes. Students in a combined 1st and 2nd grade classroom (n=22) participated in a seven-day Science through Technology Enhanced Play (STEP) curriculum. We apply interaction analysis to offer a close look at how the students take up props in ways that complement their current embodied understanding of particles and extend their sensemaking to support new conceptual understandings. Findings demonstrate the potential of props as supplemental tools to support student sensemaking around challenging science concepts within MR environments.|
|Appears in Collections:||ICLS 2020|
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