Earth science learning in SMALLab: A design experiment for mixed reality

Abstract

Conversational technologies such as email, chat rooms, and blogs have made the transition from novel communication technologies to powerful tools for learning. Currently virtual worlds are undergoing the same transition. We argue that the next wave of innovation is at the level of the computer interface, and that mixed-reality environments offer important advantages over prior technologies. Thus, mixed reality is positioned to have a broad impact on the future of K-12 collaborative learning. We propose three design imperatives that arise from our ongoing work in this area grounded in research from the learning sciences and human-computer interaction. By way of example, we present one such platform, the Situated Multimedia Arts Learning Lab [SMALLab]. SMALLab is a mixed-reality environment that affords face-to-face interaction by colocated participants within a mediated space. We present a recent design experiment that involved the development of a new SMALLab learning scenario and a collaborative student participation framework for a 3-day intervention for 72 high school earth science students. We analyzed student and teacher exchanges from classroom sessions both during the intervention and during regular classroom instruction and found significant increases in the number of student-driven exchanges within SMALLab. We also found that students made significant achievement gains. We conclude that mixed reality can have a positive impact on collaborative learning and that it is poised for broad dissemination into mainstream K-12 contexts.

Virtual realities and education

“…As far as educational research on MR environments is concerned, we find, again, studies within the area of science: the technology of Situated Multimedia Arts Learning Lab (SMALLab) was applied in earth science education (Birchfield & Megowan-Romanowicz, 2009). However, educational MR research can also be found within language education.…”

Supporting learners in collecting and exploring data from immersive simulations in collective inquiry

“…Using various input devices (e.g., glowballs, Wii remotes, wireless game pads) and a projected interface on the ground, groups of students were responsible for building, maintaining or evaluating a cycle of the geologic clock. The intervention resulted in significant achievement gains, demonstrating the promise for further research regarding face-to-face interactions in a computationallyaugmented physical space, and distributed roles through a generative process that unfolds over time [2].…”

“…Another example of digitally augmented learning spaces is that of SMALLab, where high school students studied geologic evolution by collaboratively constructing and monitoring the earth's crust, investigating uplift and erosion over time [2]. Using various input devices (e.g., glowballs, Wii remotes, wireless game pads) and a projected interface on the ground, groups of students were responsible for building, maintaining or evaluating a cycle of the geologic clock.…”

“This is the size of one meter”: Children’s bodily-material collaboration

“…8) Practices, artefacts, materials and physical tools can embody socially constructed knowledge and concepts, which can function as mediating artefacts for individuals and groups (Arvaja, 2007;Hakkarainen, 2009;Muukkonen & Lakkala, 2009;Öner, 2008;Ritella & Hakkarainen, 2012;Stahl, 2010;Yukawa, 2006). 9) Embodied learning is a way of expressing the role of the body in education (Birchfield & Megowan-Romanowicz, 2009). 10) Predictions and understandings of the participants are embodied (Enyedy, Danish, Delacruz, & Kumar, 2012).…”