“We Made Liquid!”: How Children Blend Feedback in a Mixed-Reality Environment for Collective Embodied Learning

Abstract

With the rapid development of emerging technologies in education, this research, explored how children use teacher-, peer-, and technology-provided feedback together towards collective and embodied learning in a mixed-reality environment. We applied interaction analysis to analyze data from two research sites. At Site A, we focused on how children transitioned from individualized views of feedback to more collective by blending multiple sources of feedback to make sense of states of matter and solid bonds. At Site B, we found that the children took up feedback from their peers, facilitators, and technology to explore how the particles must behave collectively to form liquid. We hope our work informs future designs of learning environments with complex feedback structures to support student inquiry and their agency in blending the feedback sources that best support their collective sense-making process.