Blending Play and Inquiry in Augmented Reality: A Comparison of Playing a Video Game to Playing Within a Participatory Model
Author: David DeLiema, Christine Lee, Noel Enyedy, Randy Illum, Maggie Dahn, Asmalina Saleh, Joshua Danish, Megan Humburg, and Charles Mahoney
Abstract: Researchers have increasingly demonstrated how technologies such as augmented reality (AR) can leverage embodiment within play to help students use physical movement to explore complex concepts. Using Vygotsky's (1978) notion of play, we examine how two distinct AR environments—rule-based game play and open-ended modeling play—support 1st and 2nd graders' inquiry (N=122) into how matter changes state at the level of microscopic particles. We further use the notion of keys (Goffman, 1974) to examine how the students construct distinct participation frameworks (Goodwin, 1993) within the two activity designs, and how this organization of activity may impact their learning experience. Our analyses show that students within a game-play environment were more oriented towards accomplishing a goal rather than understanding how a system works whereas those in the modeling-play group focused more explicitly on understanding mechanism and process.
Key Words: embodiment, augmented reality, keys, conceptual blending, interaction analysis
Citation: DeLiema, D., Saleh, A., Lee, C., Enyedy, N., Danish, J. A., Illum, R., Dahn, M., Humburg, M., & Mahoney, C. (2016). Blending play and inquiry in augmented reality: A comparison of playing a video game to playing within a participatory model. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.) Proceedings of the International Conference of the Learning Sciences (pp. 450-457). Singapore: International Society of the Learning Sciences.
Constructing liminal blends in a collaborative augmented-reality learning environment
Author: Noel Enyedy, Joshua A. Danish, David DeLiema
Abstract: In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that augments the display with a graphical or informational overlay. Our goal in this manuscript is to ask how and why these new technologies create opportunities for learning. We suggest that AR is uniquely positioned to support learning through its ability to support students in developing “conceptual blends”一which we propose extend beyond cognitive spaces to include the layering of multiple ideas and physical materials, often supplied by different conversation participants. We document one case study and trace how the narrative structure of a board game, the physical floor materials (e.g. linoleum), a student's first-person embodied experiences, the third-person live camera feed, and the augmented-reality symbols become integrated in the activity. As a result, students1 conceptualization of force and friction become fused with a diverse set of intellectual resources. We conclude by suggesting that the framework of liminal blends may inform the design of future AR learning environments and in particular help generate predictions about the ways in which the juxtaposition of certain resources may otherwise produce unexpected results.
Key Words: Augmented Reality. Physics education. Elementary education. Play. Video analysis . Conceptual blends
Citation: Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7-34.
Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment
Author: Joshua A. Danish, Noel Enyedy, Asmalina Saleh, Christine Lee, Alejandro Andrade
Abstract: We describe the design of the Science through Technology Enhanced Play (STEP) project. In STEP, we explore the potential for dramatic play, a form of activity that is familiar to early elementary students, in promoting meaningful reflection about scientific content. We report on the first round of design experiments conducted with 18 second-grade students who explored states of matter within the STEP environment. Pre-post analyses indicate that the majority of students learned the content and demonstrate how the design promotes distinct forms of reflection. In particular, it appears that students attended to the projected simulation at key moments in play and then reflected on the underlying rules of the content.
Key Words: science education, technology, embodiment, elementary school, reflection