Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9007
Title: Learning Geometry Through Collaborative, Embodied Explorations With Augmented Reality Holograms
Authors: Walkington, Candace
Nathan, Mitchell J.
Hunnicutt, Jonathan
Washington, Julianna
Holcomb-Webb, Kasi
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Walkington, C., Nathan, M. J., Hunnicutt, J., Washington, J., & Holcomb-Webb, K. (2022). Learning geometry through collaborative, embodied explorations with augmented reality holograms. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1992-1993). International Society of the Learning Sciences.
Abstract: Novel forms of technology, like shared Augmented Reality (AR) holograms, can spur the discovery of new hypotheses about cognition and how it is embodied and distributed. These holograms have affordances for exploration, collaboration, and learning that have never been seen before. In the present study, we examine the multimodal ways that high school students interact with shared AR holograms while exploring geometric conjectures. Through multimodal analysis, we fine both possibilities and important design considerations.
Description: Poster
URI: https://dx.doi.org/10.22318/icls2022.1992
https://repository.isls.org//handle/1/9007
Appears in Collections:ISLS Annual Meeting 2022

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