H. Swanson, LuEttaMae Lawrence, Jared Arnell, AlLisia Dawkins, Bonni Jones, B. Sherin, U. Wilensky
In recent years, science education has shifted focus, from content to practice. This is reflected in the NGSS, which advocate learning science concepts through engagement in science and engineering practices. Theory building is a central activity of science and computational modeling is a key practice through which contemporary scientists construct theory. In this paper, we discuss an 8th grade science teacher's implementation of a computational modeling lesson. The teacher had co-designed the computational modeling microworld and lesson with the research team over the preceding summers. We investigate the teacher's activity during a whole-class discussion near the end of the lesson, to understand her responsive teaching strategies and how the co-designed technology supported her in eliciting and responding to student ideas. We examine the transcript from a follow-up interview to understand her experience implementing the co-designed technology and responsive teaching strategies, and to identify foci of future co-design iterations.
{"title":"How Co-Designing Computational Modeling Activities Helped Teachers Implement Responsive Teaching Strategies","authors":"H. Swanson, LuEttaMae Lawrence, Jared Arnell, AlLisia Dawkins, Bonni Jones, B. Sherin, U. Wilensky","doi":"10.1145/3594781.3594800","DOIUrl":"https://doi.org/10.1145/3594781.3594800","url":null,"abstract":"In recent years, science education has shifted focus, from content to practice. This is reflected in the NGSS, which advocate learning science concepts through engagement in science and engineering practices. Theory building is a central activity of science and computational modeling is a key practice through which contemporary scientists construct theory. In this paper, we discuss an 8th grade science teacher's implementation of a computational modeling lesson. The teacher had co-designed the computational modeling microworld and lesson with the research team over the preceding summers. We investigate the teacher's activity during a whole-class discussion near the end of the lesson, to understand her responsive teaching strategies and how the co-designed technology supported her in eliciting and responding to student ideas. We examine the transcript from a follow-up interview to understand her experience implementing the co-designed technology and responsive teaching strategies, and to identify foci of future co-design iterations.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133013310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces Switch mode, a design strategy to introduce a middle ground to support learners in transitioning from block-based to text-based programming. The Switch mode strategy allows learners to author text-based commands inside a block-based programs. Switch mode blocks can be added by directly dragging and dropping Switch mode blocks from the blocks pallet to the program canvas (Figure 1a) or by right clicking a conventional block and selecting the convert option (Figure 1b). In embedding a scaffolded way to introduce text-based programming in a blocks-based environment, Switch mode can meet the user at their current level of ability in blocks, while also help them move to more sophisticated and powerful programming languages. In providing a means for learns to tinker with text-based programming while still having the supports of block-based tools, Switch mode contributes a novel addition to the growing ecosystem of tools designed to transit novices to the practice of text-based programming.
{"title":"Switch Mode: Building a middle ground between Block-based and Text-based programming","authors":"Yu-Hsiang Lin, David Weintrop, Jason Mckenna","doi":"10.1145/3594781.3594803","DOIUrl":"https://doi.org/10.1145/3594781.3594803","url":null,"abstract":"This paper introduces Switch mode, a design strategy to introduce a middle ground to support learners in transitioning from block-based to text-based programming. The Switch mode strategy allows learners to author text-based commands inside a block-based programs. Switch mode blocks can be added by directly dragging and dropping Switch mode blocks from the blocks pallet to the program canvas (Figure 1a) or by right clicking a conventional block and selecting the convert option (Figure 1b). In embedding a scaffolded way to introduce text-based programming in a blocks-based environment, Switch mode can meet the user at their current level of ability in blocks, while also help them move to more sophisticated and powerful programming languages. In providing a means for learns to tinker with text-based programming while still having the supports of block-based tools, Switch mode contributes a novel addition to the growing ecosystem of tools designed to transit novices to the practice of text-based programming.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125495855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Talia Stol, Daragh Byrne, Marti Louw, Linda Conlon, A. Keller
This paper offers a case study of the co-design and evaluation of learning support tools resulting from a design-based research engagement with facilitators of a year-long high school self-directed learning (SDL) experience. As a co-design team, we developed an integrated set of physical and digital documentation tools - the SDL documentation kit - to support student reflection on their learning and articulation of their skills while building an evidence base that they could use to apply for competency-based micro-credentials. The documentation kit consisted of a QR-linked manipulable poster, an evidence upload form, a structured cloud folder, and a timeline visualization function. The kit was made available to over 60 students, with 14 students and two educators (also co-authors) taking part in an exploratory study of tool deployment. Mixed methods findings suggest that the kit was successful in supporting key documentation-related learning processes of reflection and articulation, and that students linked the documentation kit affordances of organization, tracking progress, and making their thinking visible to their confidence in completing their SDL experience and applying for selected micro-credentials. We discuss implications for the design of documentation technology for learning, including the importance of centering pedagogical values and practices.
{"title":"Supporting high school students’ self-directed learning experiences through documentation tool design","authors":"Talia Stol, Daragh Byrne, Marti Louw, Linda Conlon, A. Keller","doi":"10.1145/3594781.3594801","DOIUrl":"https://doi.org/10.1145/3594781.3594801","url":null,"abstract":"This paper offers a case study of the co-design and evaluation of learning support tools resulting from a design-based research engagement with facilitators of a year-long high school self-directed learning (SDL) experience. As a co-design team, we developed an integrated set of physical and digital documentation tools - the SDL documentation kit - to support student reflection on their learning and articulation of their skills while building an evidence base that they could use to apply for competency-based micro-credentials. The documentation kit consisted of a QR-linked manipulable poster, an evidence upload form, a structured cloud folder, and a timeline visualization function. The kit was made available to over 60 students, with 14 students and two educators (also co-authors) taking part in an exploratory study of tool deployment. Mixed methods findings suggest that the kit was successful in supporting key documentation-related learning processes of reflection and articulation, and that students linked the documentation kit affordances of organization, tracking progress, and making their thinking visible to their confidence in completing their SDL experience and applying for selected micro-credentials. We discuss implications for the design of documentation technology for learning, including the importance of centering pedagogical values and practices.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122829162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feiran Zhang, Hanne Brynildsrud, Sofia Papavlasopoulou, K. Sharma, M. Giannakos
Science learning at schools often lacks relevance and connection to real life; therefore, children find it challenging to apply their knowledge and may gradually lose motivation and interest in science. Gamification demonstrates a promising potential to engage children in science learning. However, little work has explored how to develop such gamification applications for them. This paper presents Experiverse, an experiment-based gamification application we developed for children's science learning in informal settings. To evaluate the interaction and experience with Experiverse, we collected data from 25 children (aged 9-13) from multiple sources, including log data, surveys and interviews. Results indicated that children's motivation significantly correlates with their enjoyment and perceived learning outcome from using Experiverse. In addition, the results revealed that children's perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse. Finally, we discuss the implications for future related research on gamification application development for children.
{"title":"Experiverse: Exploring an experiment-based gamification application for motivating children to science learning in an informal setting","authors":"Feiran Zhang, Hanne Brynildsrud, Sofia Papavlasopoulou, K. Sharma, M. Giannakos","doi":"10.1145/3594781.3594799","DOIUrl":"https://doi.org/10.1145/3594781.3594799","url":null,"abstract":"Science learning at schools often lacks relevance and connection to real life; therefore, children find it challenging to apply their knowledge and may gradually lose motivation and interest in science. Gamification demonstrates a promising potential to engage children in science learning. However, little work has explored how to develop such gamification applications for them. This paper presents Experiverse, an experiment-based gamification application we developed for children's science learning in informal settings. To evaluate the interaction and experience with Experiverse, we collected data from 25 children (aged 9-13) from multiple sources, including log data, surveys and interviews. Results indicated that children's motivation significantly correlates with their enjoyment and perceived learning outcome from using Experiverse. In addition, the results revealed that children's perceived learning outcome is significantly positively correlated with the number of view visits on Experiverse. Finally, we discuss the implications for future related research on gamification application development for children.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"86 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127990285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of computer programming and music-making has a rich history dating back to the 1950s. While there has been substantial prior work on the creative and cognitive affordances of programming languages for engaging in musical tasks, there is less work that attempts to understand the theoretical implications of music and code as literacies in collision. In this paper, we report on a study in which five undergraduate students with experience in both music and coding completed two creative musical tasks: one using conventional instruments and tools and one using Python code in an online music-coding environment. In combining representational infrastructures from music and code, both undergo transformations. We introduce semiotic theories of translation and transcription to make sense of the music-coding process and describe strategies that participants devised in their creative process.
{"title":"When Literacies Collide: The Role of Translation in Music+Coding Activities","authors":"Cameron Roberts, M. Horn","doi":"10.1145/3594781.3594795","DOIUrl":"https://doi.org/10.1145/3594781.3594795","url":null,"abstract":"The integration of computer programming and music-making has a rich history dating back to the 1950s. While there has been substantial prior work on the creative and cognitive affordances of programming languages for engaging in musical tasks, there is less work that attempts to understand the theoretical implications of music and code as literacies in collision. In this paper, we report on a study in which five undergraduate students with experience in both music and coding completed two creative musical tasks: one using conventional instruments and tools and one using Python code in an online music-coding environment. In combining representational infrastructures from music and code, both undergo transformations. We introduce semiotic theories of translation and transcription to make sense of the music-coding process and describe strategies that participants devised in their creative process.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130264083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carlos Henrique Araujo de Aguiar, Cindy Su, Jennifer Gaw, Weiheng Huang, K. Walker, Yexin Lu Lu
The environment is suffering tremendous changes. Climate change and global warming are a few of the major problems facing the planet. Various kinds of garbage are ending up in the ocean, which is making Earth's environment deteriorate. After exploring the current needs for recycling in the world, we have decided to design a toy for children ages 5-10 that helps reimagine the scope of environmental education. The combination of haptic feedback in the form of lights, and sounds are utilized to help children differentiate the difference between recyclable and non-recyclable objects. The child will recognize how to properly recycle trash based on the feedback given by the toy.
{"title":"Nurturing Eco-Consciousness: The Journey of the EcoMorph Guardian in Shaping Tomorrow's Stewards.","authors":"Carlos Henrique Araujo de Aguiar, Cindy Su, Jennifer Gaw, Weiheng Huang, K. Walker, Yexin Lu Lu","doi":"10.1145/3594781.3594804","DOIUrl":"https://doi.org/10.1145/3594781.3594804","url":null,"abstract":"The environment is suffering tremendous changes. Climate change and global warming are a few of the major problems facing the planet. Various kinds of garbage are ending up in the ocean, which is making Earth's environment deteriorate. After exploring the current needs for recycling in the world, we have decided to design a toy for children ages 5-10 that helps reimagine the scope of environmental education. The combination of haptic feedback in the form of lights, and sounds are utilized to help children differentiate the difference between recyclable and non-recyclable objects. The child will recognize how to properly recycle trash based on the feedback given by the toy.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122502067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ibrahim El Shemy, Ana Lucía Urrea Echeverria, Gema Erena-Guardia, D. Saldaña, M. Vulchanova, M. Giannakos
Many autistic children1 face challenges with vocabulary learning. Augmented Reality (AR) has the potential to improve their learning process by leveraging their visuo-perceptual strengths. However, there is a gap in the literature on how AR solutions should be designed, and what guidelines should be considered. Extant solutions supporting autistic children in vocabulary learning using AR have been created without taking into consideration insights from children, their parents, or experts. This paper explores the potential of AR in enhancing vocabulary learning in autistic children through a participatory design approach. Involving experts with a background in psychology, pedagogy, speech therapy, and special education, as well as autistic children and their parents, resulted in a better understanding of the underlying mechanisms used to teach vocabulary and the interaction modalities offered by AR to engage the children. This work will facilitate the design of an AR technology to support vocabulary learning in autistic children.
{"title":"Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective","authors":"Ibrahim El Shemy, Ana Lucía Urrea Echeverria, Gema Erena-Guardia, D. Saldaña, M. Vulchanova, M. Giannakos","doi":"10.1145/3594781.3594791","DOIUrl":"https://doi.org/10.1145/3594781.3594791","url":null,"abstract":"Many autistic children1 face challenges with vocabulary learning. Augmented Reality (AR) has the potential to improve their learning process by leveraging their visuo-perceptual strengths. However, there is a gap in the literature on how AR solutions should be designed, and what guidelines should be considered. Extant solutions supporting autistic children in vocabulary learning using AR have been created without taking into consideration insights from children, their parents, or experts. This paper explores the potential of AR in enhancing vocabulary learning in autistic children through a participatory design approach. Involving experts with a background in psychology, pedagogy, speech therapy, and special education, as well as autistic children and their parents, resulted in a better understanding of the underlying mechanisms used to teach vocabulary and the interaction modalities offered by AR to engage the children. This work will facilitate the design of an AR technology to support vocabulary learning in autistic children.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115350632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ravi Sinha, H. Swanson, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee, S. Chandrasekharan
We propose a motor control-based characterization of how computational thinking (CT) can emerge from embodied performance. The account is based on children's activity during a tangible coding task, and a mechanism proposed by cognitive and motor neuroscience studies. For the task, the child used navigational symbols (forward, backward, rotate right, rotate left) to program the movements of a tangible robot on a 2-D grid. We propose that the development of CT through this task can be understood in terms of “tool incorporation into the body schema.” To illustrate the proposed mechanism, we use video data from one of three teaching sessions, where a group of four kindergartners learned to code using Cubetto (a tactile screen-free grid-based robotic toy). We argue that learning the task (i.e. being able to control Cubetto to perform goal-oriented movements) is challenging because the CT task requires learners to bridge three distinct discontinuities (spatial, temporal, and representational), to achieve control over the robot. We hypothesize that learners and facilitators are likely to engage in moves (both epistemic and pedagogical) that help bridge these gaps, and thus support the incorporation of the robot and its controller into the body schema. We characterize two such moves and explicate how they might support the incorporation process. The study is part of a larger program of design-based research aimed at helping young children develop CT.
{"title":"From Embodied Doing to Computational Thinking in Kindergarten: A Punctuated Motor Control Model","authors":"Ravi Sinha, H. Swanson, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee, S. Chandrasekharan","doi":"10.1145/3594781.3594794","DOIUrl":"https://doi.org/10.1145/3594781.3594794","url":null,"abstract":"We propose a motor control-based characterization of how computational thinking (CT) can emerge from embodied performance. The account is based on children's activity during a tangible coding task, and a mechanism proposed by cognitive and motor neuroscience studies. For the task, the child used navigational symbols (forward, backward, rotate right, rotate left) to program the movements of a tangible robot on a 2-D grid. We propose that the development of CT through this task can be understood in terms of “tool incorporation into the body schema.” To illustrate the proposed mechanism, we use video data from one of three teaching sessions, where a group of four kindergartners learned to code using Cubetto (a tactile screen-free grid-based robotic toy). We argue that learning the task (i.e. being able to control Cubetto to perform goal-oriented movements) is challenging because the CT task requires learners to bridge three distinct discontinuities (spatial, temporal, and representational), to achieve control over the robot. We hypothesize that learners and facilitators are likely to engage in moves (both epistemic and pedagogical) that help bridge these gaps, and thus support the incorporation of the robot and its controller into the body schema. We characterize two such moves and explicate how they might support the incorporation process. The study is part of a larger program of design-based research aimed at helping young children develop CT.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127005202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. K. Alladin, R. E. Cardona-Rivera, Breanne K. Litts, Melissa Tehee
To address pressing issues of bias and black boxing embedded in technologies and their underlying computational models, scholars call for inventing and employing design processes that invite participation from those whose lives are shaped by these technologies. In response, we reimagine not only how technologies and their models are designed, but also who designs them. We present our work toward developing the concept of gathering as a design process that invites physical prototyping as an important mechanism in developing culturally sustaining technologies. Gathering is inspired by “Hui,” an ‘Ōlelo Hawai‘i Hawaiian language word translated as: to band together, assemble, organize. We share our ongoing journey of inventing and engaging in gathering and present four characteristics of gathering as a design process. Our work has implications for how we design new forms of technology toward more equitable futures, especially by making visible decision making and sensemaking that occurs throughout the design process.
{"title":"Gathering as Design Process: Physical Prototyping for Culturally Sustaining Computational Technologies","authors":"J. K. Alladin, R. E. Cardona-Rivera, Breanne K. Litts, Melissa Tehee","doi":"10.1145/3594781.3594802","DOIUrl":"https://doi.org/10.1145/3594781.3594802","url":null,"abstract":"To address pressing issues of bias and black boxing embedded in technologies and their underlying computational models, scholars call for inventing and employing design processes that invite participation from those whose lives are shaped by these technologies. In response, we reimagine not only how technologies and their models are designed, but also who designs them. We present our work toward developing the concept of gathering as a design process that invites physical prototyping as an important mechanism in developing culturally sustaining technologies. Gathering is inspired by “Hui,” an ‘Ōlelo Hawai‘i Hawaiian language word translated as: to band together, assemble, organize. We share our ongoing journey of inventing and engaging in gathering and present four characteristics of gathering as a design process. Our work has implications for how we design new forms of technology toward more equitable futures, especially by making visible decision making and sensemaking that occurs throughout the design process.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127973827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we built on the Learning through Embodied Activity Framework (LEAF) and designed the GEM-STEP mixed reality environment to support young children's science modeling practice through different play activities. The participants in this study are 16 first and second-grade students who participated in activities within the GEM-STEP environment to explore the mechanism of pollination. We applied interaction analysis to classroom videos to explore how the design of mediators within the MR environment supports students’ collective play and orients students toward science modeling practices. We found that the design of the MR environment provides a pivot for students to engage in science modeling practice, and the two roles that students played with the technology offered them different perspectives to explore and examine their model of pollination. We hope this study provides guidance on how to design for young children's science modeling practice with extended reality in a more playful way.
{"title":"Designing a Technology-enhanced Play Environment for Young Children's Science Modeling Practice","authors":"Xintian Tu, Joshua A. Danish","doi":"10.1145/3594781.3594798","DOIUrl":"https://doi.org/10.1145/3594781.3594798","url":null,"abstract":"In this paper, we built on the Learning through Embodied Activity Framework (LEAF) and designed the GEM-STEP mixed reality environment to support young children's science modeling practice through different play activities. The participants in this study are 16 first and second-grade students who participated in activities within the GEM-STEP environment to explore the mechanism of pollination. We applied interaction analysis to classroom videos to explore how the design of mediators within the MR environment supports students’ collective play and orients students toward science modeling practices. We found that the design of the MR environment provides a pivot for students to engage in science modeling practice, and the two roles that students played with the technology offered them different perspectives to explore and examine their model of pollination. We hope this study provides guidance on how to design for young children's science modeling practice with extended reality in a more playful way.","PeriodicalId":367346,"journal":{"name":"Proceedings of the 2023 Symposium on Learning, Design and Technology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128627973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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