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ERIC Number: EJ1054493
Record Type: Journal
Publication Date: 2014-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 81
ISBN: N/A
ISSN: ISSN-0022-0663
Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies
Johnson-Glenberg, Mina C.; Birchfield, David A.; Tolentino, Lisa; Koziupa, Tatyana
Journal of Educational Psychology, v106 n1 p86-104 Feb 2014
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies compare an immersive, highly interactive learning platform that uses a motion-capture system to track students' gestures and locomotion as they kinesthetically learn with a quality classroom experience (teacher and content were held constant). Two science studies are presented: chemistry titration and disease transmission. In the counterbalanced design 1 group received the EMRELE intervention, while the other group received regular instruction; after 3 days and a midtest, the interventions switched. Each study lasted for 6 days total, with 3 test points: pretest, midtest, and posttest. Analyses revealed that placement in the embodied EMRELE condition consistently led to greater learning gains (effect sizes ranged from 0.53 to 1.93), compared to regular instruction (effect sizes ranged from 0.09 to 0.37). Order of intervention did not affect the final outcomes at posttest. These results are discussed in relation to a new taxonomy of embodiment in educational settings. We hypothesize that the positive results are due to the embodiment designed into the lessons and the high degree of collaboration engendered by the co-located EMRELE.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0403428|050464