Fostering children’s ecological imagination with augmented storying

Kumpulainen, Kristiina; Wong, Chin Chin; Byman, Jenny; Renlund, Jenny; Vadeboncoeur, Jennifer A.

doi:10.1080/00958964.2022.2152407

Cited by 9 publications

(2 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results also support the findings reported by Dima (2022), who asserted that AR offers students affective interactions. In addition, pupils in this study reported an awareness of both the weather, either cold or rainy, and the physical surroundings, consistent with Kumpulainen et al (2023), who found that AR revealed sensual intensities affecting children's presence in and attention to the world. For some tasks, pupils were encouraged to use natural elements or their bodies to form an answer or to look for something to photograph, which better integrates the given task with the Stalheim and Somby Smart Learning Environments (2024) 11:24 objects of learning and the principles of embodied learning (Skulmowski & Rey, 2018).…”

Section: Pupils' Experiencessupporting

confidence: 88%

“…In addition, this technology offers students affective interactions and new ways of experiencing embodied physical and social interactions with the world (Dima, 2022;Sydorenko et al, 2021). Kumpulainen et al (2023) tested the impact of augmented storying on children's ecological imagination. The results revealed affective, embodied and sensual intensities, highlighting AR's potential for affecting children's presence in and attention to the places they inhabit.…”

Section: Literature Review and Theoretical Approachmentioning

confidence: 99%

See 1 more Smart Citation

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Stalheim,

Somby

2024

Smart Learn. Environ.

View full text Add to dashboard Cite

There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

show abstract

Section: Pupils' Experiencessupporting

confidence: 88%

Section: Literature Review and Theoretical Approachmentioning

confidence: 99%

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Stalheim,

Somby

2024

Smart Learn. Environ.

View full text Add to dashboard Cite

show abstract

Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens

Lo,

Bridges,

Chian

et al. 2024

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

The Materiality of Children’s Imaginative Sense-making in Climate Change Education

Wong,

Kumpulainen,

Renlund

et al. 2024

Aust. J. environ. educ.

View full text Add to dashboard Cite

In this article, we discuss our investigation of children’s imaginative sense-making and its materiality in climate change education. Drawing on a new materialist approach, our research contributes to knowledge about the material significance in children’s sense-making related to climate change. During a project called Riddle of the Spirit in a Finnish primary school, we invited children to explore the concepts of global warming and carbon dioxide through narrative, playful and multimodal activities. Inspired by postqualitative methods, our relational analysis, based on video materials, maps and examines two episodes of children’s small group inquiry. Our findings unfold the material–discursive intra-actions, through which a prop turned into a whale’s head, the Titanic film appeared, and water and carbon dioxide became important to children’s bodies. With these specific events, the study illustrates how various materials conjoined and came to matter in the children’s sense-making of the concepts.

show abstract

Fostering children’s ecological imagination with augmented storying

Cited by 9 publications

References 40 publications

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens

The Materiality of Children’s Imaginative Sense-making in Climate Change Education

Contact Info

Product

Resources

About