A mixed reality system for teaching STEM content using embodied learning and whole-body metaphors

2012 ◽  
Author(s):  
Remo Pillat ◽  
Arjun Nagendran ◽  
Robb Lindgren
Keyword(s):  
Mixed Reality ◽  
Whole Body ◽  
Embodied Learning ◽  
Body Metaphors

scholarly journals A Dynamic Bayesian Approach to Computational Laban Shape Quality Analysis

2009 ◽  
Vol 2009 ◽  
pp. 1-17 ◽  
Author(s):  
Dilip Swaminathan ◽  
Harvey Thornburg ◽  
Jessica Mumford ◽  
Stjepan Rajko ◽  
Jodi James ◽  
...  
Keyword(s):  
Mixed Reality ◽  
Low Cost ◽  
Dynamic Bayesian Network ◽  
Movement Analysis ◽  
Human Movement ◽  
Physical World ◽  
The Body ◽  
Quality Analysis ◽  
Whole Body ◽  
Bayesian Fusion

Laban movement analysis (LMA) is a systematic framework for describing all forms of human movement and has been widely applied across animation, biomedicine, dance, and kinesiology. LMA (especially Effort/Shape) emphasizes how internal feelings and intentions govern the patterning of movement throughout the whole body. As we argue, a complex understanding of intention via LMA is necessary for human-computer interaction to becomeembodiedin ways that resemble interaction in the physical world. We thus introduce a novel, flexible Bayesian fusion approach for identifying LMA Shape qualities from raw motion capture data in real time. The method uses a dynamic Bayesian network (DBN) to fuse movement features across the body and across time and as we discuss can be readily adapted for low-cost video. It has delivered excellent performance in preliminary studies comprising improvisatory movements. Our approach has been incorporated inResponse, a mixed-reality environment where users interact via natural, full-body human movement and enhance their bodily-kinesthetic awareness through immersive sound and light feedback, with applications to kinesiology training, Parkinson's patient rehabilitation, interactive dance, and many other areas.

scholarly journals Mixing Educational Robotics, Tangibles and Mixed Reality Environments for the Interdisciplinary Learning of Geography and History

2019 ◽  
Vol 9 (2) ◽  
pp. 82 ◽  
Author(s):  
Stefanos Xefteris ◽  
George Palaigeorgiou
Keyword(s):  
Mixed Reality ◽  
Computational Thinking ◽  
Formal Group ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
Educational Robotics ◽  
Embodied Learning ◽  
Interdisciplinary Learning ◽  
Attitude Question ◽  
Mindstorms Ev3

In the present study we present a mixed reality learning environment that aims to become a creative, joyful and efficient interdisciplinary canvas for learning about history and geography and for concurrently fostering computational thinking. The environment makes use of embodied affordances and educational robotics and consists of two parts: an augmented 3D-tangible model of southern Europe with finger-based interaction and a second floor-based augmented robotics track de-picting European landmarks, where students are asked to perform tasks with Mindstorms EV3 robots. The game scenario describes a treasure hunt around Eu-rope and students swap between finger-based and robotics-based interactive sur-faces in two pairs. For the evaluation of our intervention, six groups of four stu-dents played with the environment for approximately 45 minutes each. Data col-lection was performed through pre- and post-knowledge test, attitude question-naire and a semi-formal group interview. Students’ answers showed that the mixed reality environment improved their engagement and motivation and en-hanced their orientation around Europe’s geophysical features. The robotics as-pect consolidated further their computational thinking skills while being highly exciting. The proposed approach was closer to the student’s expectations and in-teractive experiences, successfully exploited embodied learning opportunities and gamified the learning process.

A Next Gen Interface for Embodied Learning

2010 ◽  
Vol 2 (1) ◽  
pp. 49-58 ◽  
Author(s):  
David Birchfield ◽  
Mina Johnson-Glenberg
Keyword(s):  
Mixed Reality ◽  
Earth Science ◽  
Physical Space ◽  
Traditional Classroom ◽  
Learning Gains ◽  
Classroom Context ◽  
Embodied Learning ◽  
Surround Sound ◽  
The Earth ◽  
Science Domain

Emerging research from the learning sciences and human-computer interaction supports the premise that learning is effective when it is embodied, collaborative, and multimodal. In response, we have developed a mixed-reality environment called the Situated Multimedia Arts Learning Laboratory (SMALLab). SMALLab enables multiple students to interact with one another and digitally mediated elements via 3D movements and gestures in real physical space. It uses 3D object tracking, real time graphics, and surround-sound to enhance learning. We present two studies from the earth science domain that address questions regarding the feasibility and efficacy of SMALLab in a classroom context. We present data demonstrating that students learn more during a recent SMALLab intervention compared to regular classroom instruction. We contend that well-designed, mixed-reality environments have much to offer STEM learners, and that the learning gains transcend those that can be expected from more traditional classroom procedures.

scholarly journals Translating Embodied Cognition for Embodied Learning in the Classroom

2021 ◽  
Vol 6 ◽  
Author(s):  
Sheila L. Macrine ◽  
Jennifer M. B. Fugate
Keyword(s):  
Embodied Cognition ◽  
Mixed Reality ◽  
The Body ◽  
Research Model ◽  
Embodied Learning ◽  
Policy Makers ◽  
Extensive Training ◽  
Early Schooling ◽  
Step Step ◽  
Learning Principles

In this perspective piece, we briefly review embodied cognition and embodied learning. We then present a translational research model based on this research to inform teachers, educational psychologists, and practitioners on the benefits of embodied cognition and embodied learning for classroom applications. While many teachers already employ the body in teaching, especially in early schooling, many teachers’ understandings of the science and benefits of sensorimotor engagement or embodied cognition across grades levels and the content areas is little understood. Here, we outline seven goals in our model and four major “action” steps. To address steps 1 and 2, we recap previously published reviews of the experimental evidence of embodied cognition (and embodied learning) research across multiple learning fields, with a focus on how both simple embodied learning activities—as well as those based on more sophisticated technologies of AR, VR, and mixed reality—are being vetted in the classroom. Step 3 of our model outlines how researchers, teachers, policy makers, and designers can work together to help translate this knowledge in support of these goals. In the final step (step 4), we extract generalized, practical embodied learning principles, which can be easily adopted by teachers in the classroom without extensive training. We end with a call for educators and policy makers to use these principles to identify learning objectives and outcomes, as well as track outcomes to assess whether program objectives and competency requirements are met.

Embodied Cognition

2020 ◽  
Author(s):  
Sheila L. Macrine ◽  
Jennifer M.B. Fugate
Keyword(s):  
Embodied Cognition ◽  
Mixed Reality ◽  
Mental Representations ◽  
Educational Practice ◽  
The Body ◽  
Learning Approaches ◽  
Embodied Learning ◽  
Brain Functions ◽  
Starting Point ◽  
Motor Actions

Embodied cognition theories are different from traditional theories of cognition in that they specifically focus on the mind–body connection. This shift in our understanding of how knowledge is acquired challenges Cartesian, as well as computational theories of cognition that emphasize the body as a “passive” observer to brain functions, and necessary only in the execution of motor actions. Historically, mental representations within the brain were typically considered abstractions of the original information (i.e., mental representations). Accordingly, these amodal (disembodied) theories provided the knowledge used in cognitive processes, but did not reflect the original sensorimotor states themselves. In contrast, Embodied cognition provides a starting point to advance our understanding of how perceptual, sensorimotor and multisensory approaches facilitate and encourage learning throughout the lifespan. Derived from embodied cognition, embodied learning constitutes a contemporary pedagogical theory of knowing and learning that emphasizes the use of the body in educational practice. Embodied learning approaches scientifically endorse and advance sensorimotor learning, as well as offer potentially useful tools for educators. This article begins with a discussion on the historical progression of embodied understanding in the disciplines of philosophy, cognitive psychology, and neuroscience, with a focus on how embodied cognition differs from traditional models of cognition. Empirical evidence from varied field domains (e.g., reading, handwriting, STEM fields, haptic technology, mixed reality, and special education) are presented that show how embodied learning increases and facilitates learning and memory. Discussions within each content area draw upon embodied principles and show why the reviewed techniques facilitate learning. Also discussed are examples on how these principles can be further integrated into educational curriculum, with an eye toward the learner as a unified whole.

The impact of different play activity designs on students’ embodied learning

2019 ◽  
Vol 120 (9/10) ◽  
pp. 611-639 ◽  
Author(s):  
Bria Davis ◽  
Xintian Tu ◽  
Chris Georgen ◽  
Joshua A. Danish ◽  
Noel Enyedy
Keyword(s):  
Learning Environments ◽  
Mixed Reality ◽  
Interaction Analysis ◽  
Embodied Learning ◽  
Game Play ◽  
Student Interactions ◽  
Content Type ◽  
Flexible Modeling ◽  
Underlying Mechanisms ◽  
The Impact

Purpose This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms of play labeled as Inquiry Play and Game Play. Design/methodology/approach This study builds off of previous research that uses the Science Through Technology Enhanced Play (STEP) technology platform (Authors et al., 2015). STEP is a mixed reality platform that allows learners to playfully explore science phenomena, such as the rules of particle behavior in solid, liquid and gas, through collective embodied activity. A combination of interaction analysis and qualitative coding of teacher and student interactions are used to examine patterns in the learning processes during embodied play activities. Findings Both forms of play led to similar learning gains. However, Inquiry Play promoted more emergent, flexible modeling of underlying mechanisms while Game Play oriented students more towards “winning”. Originality/value By contrasting play environments, this paper provides new insights into how different features of play activities, as well as how teachers orient their students according to these different features, support students’ learning in collective activity. As a result, these findings can provide insights into the design of future play-based learning environments that are intended to support the learning of academic concepts.

Kinesthetic Curiosity: Towards Personalized Embodied Learning with a Robot Tutor Teaching Programming in Mixed Reality

2021 ◽  
pp. 245-252
Author(s):  
Thomas Groechel ◽  
Roxanna Pakkar ◽  
Roddur Dasgupta ◽  
Chloe Kuo ◽  
Haemin Lee ◽  
...  
Keyword(s):  
Mixed Reality ◽  
Embodied Learning

A Next Gen Interface for Embodied Learning

2014 ◽  
pp. 51-60 ◽  
Author(s):  
David Birchfield ◽  
Mina Johnson-Glenberg
Keyword(s):  
Mixed Reality ◽  
Earth Science ◽  
Physical Space ◽  
Traditional Classroom ◽  
Regular Classroom ◽  
Learning Gains ◽  
Classroom Context ◽  
Embodied Learning ◽  
Surround Sound ◽  
Science Domain

Emerging research from the learning sciences and human-computer interaction supports the premise that learning is effective when it is embodied, collaborative, and multimodal. In response, we have developed a mixed-reality environment called the Situated Multimedia Arts Learning Laboratory (SMALLab). SMALLab enables multiple students to interact with one another and digitally mediated elements via 3D movements and gestures in real physical space. It uses 3D object tracking, real time graphics, and surround-sound to enhance learning. We present two studies from the earth science domain that address questions regarding the feasibility and efficacy of SMALLab in a classroom context. We present data demonstrating that students learn more during a recent SMALLab intervention compared to regular classroom instruction. We contend that well-designed, mixed-reality environments have much to offer STEM learners, and that the learning gains transcend those that can be expected from more traditional classroom procedures.

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