Social Affordances of Mixed Reality Learning Environments: A case from the Science through Technology Enhanced Play project (STEP)

Enyedy, Noel; Danish, Joshua A.; DeLiema, David; Saleh, Asmalina; Lee, Christine; Morris, Noelani; Illum, Randy

doi:10.24251/hicss.2017.254

Cited by 10 publications

(11 citation statements)

References 12 publications

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“…Studies in this review also found evidence of AR/MR leading to stronger interaction among students (Kamarainen et al 2013), between students and learning materials (Hsiao, Chen, and Huang 2012), and between students and teachers (Zarraonandia et al 2013). Enyedy et al (2017) highlight the social affordances of MR. In moving beyond a primary focus on technical implementation, and by working with young children in first and second grades, this study suggests that educational research in this area is beginning to mature.…”

Section: Theme Exemplar Quotesupporting

confidence: 51%

Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school

Leonard¹,

Fitzgerald²

2018

Research in Learning Technology

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The technology supporting augmented and mixed reality educational environments is advancing with recent hardware including self-contained headsets that are able to simulate holographic additions to real spaces. These technical advances appear to offer greater capacity to actually realise the educational potential and promise of such technologies noted in the literature over the last decade. This article adds to this literature by reporting on the pilot phase of an educational design research project using the Microsoft HoloLens device in a secondary school setting in Australia. Consistent with previous research in this area, this project found ongoing technical and managerial limitations in implementing augmented and mixed reality, including a continuing concern by many participating teachers of a lack of control of the mixed reality environment. Notably, the pilot study also revealed different understandings of the potential for embodied learning between students, teachers and researchers that requires further research.

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Section: Theme Exemplar Quotesupporting

confidence: 51%

Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school

Leonard¹,

Fitzgerald²

2018

Research in Learning Technology

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“…As previously mentioned, this current study builds on previous STEP analyses. The pre-post content interviews were formerly coded in 2015 for assessing students' learning gains (Enyedy et al, 2017). In this prior approach, the coding scheme focused on students' explanations about micro-level science concepts pertaining to why changes occurred between different states of matter and macro-and micro-level concepts related to how different states of matter behave.…”

Section: Discussionmentioning

confidence: 99%

“…Moving forward, we believe that this is an opportunity for designers to explicitly articulate their hypotheses for how and when the framing of a play activity will lead teachers to adapt their own styles so that they can be more intentional in leveraging the strengths and shoring up the weaknesses of such an approach. In our own subsequent work, we moved to a more balanced design that alternated between Inquiry Play and Game Play over the course of a session using the strengths of each to complement the other (Enyedy et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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

Davis

Georgen

et al. 2019

ILS

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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.

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“…According to our analysis, the vast majority of the articles -49 out of 51describe single-user settings. We classified the solution as multi-user if it involves more than one user simultaneously, as shown in the cases of Benford et al [23] and Enyedy et al [24]. Both articles describe a multi-user setting in which several users share a virtual and physical space.…”

Section: Taxonomy Of Interactions For Augmented Realitymentioning

confidence: 99%

Conceptualizing Interactions of Augmented Reality Solutions

Bräker¹,

Hertel²,

Semmann³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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The rapid evolution of augmented reality has resulted in an ever-increasing number of applications in a wide range of industries and services. Despite this progress, there is still a lack of conceptual understanding of AR interactions and the entire solution space. To bridge this gap, we conceptualize AR solution interactions and provide a comprehensive taxonomy. To represent the state-of-the-art, we build upon an extensive literature review. The resulting taxonomy consists of seven dimensions that encompass 29 characteristics. We contribute to the understanding of AR interactions and, as a result, the applicability of AR solutions in businesses by developing the taxonomy. Likewise, the taxonomy can guide the design of AR solutions as it convincingly describes the solution space.

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Social Affordances of Mixed Reality Learning Environments: A case from the Science through Technology Enhanced Play project (STEP)

Abstract: We describe the design of the Science through Technology Enhanced Play (STEP)

Cited by 10 publications

References 12 publications

Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school

Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school

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

Conceptualizing Interactions of Augmented Reality Solutions

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