TY - JOUR
T1 - Emboldened by Embodiment
T2 - Six Precepts for Research on Embodied Learning and Mixed Reality
AU - Lindgren, Robb
AU - Johnson-Glenberg, Mina
N1 - Funding Information:
The material for MEteor is based upon work supported by the National Science Foundation under Grant DRL-1114621, and for SMALLab, it is based on DRK-12-102036 and the MacArthur Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the granting agencies. We would also like to thank all the members of the MEteor and SMALLab teams. We especially wish to thank David Birchfield, J. Michael Moshell, Charles Hughes, Shaun Gallagher, Eileen Smith, Michael Tscholl, Art Glenberg, Caroline Savio-Ramos, Colleen Megowan-Romanowicz, and the School of Arts, Media, and Engineering at Arizona State University. We also extend our appreciation to Dor Abrahamson and all the anonymous reviewers for helpful comments on early versions of this manuscript.
PY - 2013/11
Y1 - 2013/11
N2 - The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new technologies are being developed that use natural human physicality and gesture as input. However, existing research on embodied learning technologies has been disparate, driven largely by specific technical innovations and constraints, and often lacking a clear focus on establishing their efficacy in educational contexts. On the basis of the unique characteristics of these technologies and on their own experiences conducting research in this area, the authors put forth six precepts for embodied learning technology researchers that pertain to the rationale, design, and execution of empirical studies.
AB - The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new technologies are being developed that use natural human physicality and gesture as input. However, existing research on embodied learning technologies has been disparate, driven largely by specific technical innovations and constraints, and often lacking a clear focus on establishing their efficacy in educational contexts. On the basis of the unique characteristics of these technologies and on their own experiences conducting research in this area, the authors put forth six precepts for embodied learning technology researchers that pertain to the rationale, design, and execution of empirical studies.
KW - computers and learning
KW - educational technologies
KW - embodiment
KW - experimental research
KW - learning
KW - mixed reality
KW - mixed-methods
KW - qualitative research
KW - research methodologies
KW - science education
KW - student cognition
KW - technology
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U2 - 10.3102/0013189X13511661
DO - 10.3102/0013189X13511661
M3 - Article
AN - SCOPUS:84887548631
SN - 0013-189X
VL - 42
SP - 445
EP - 452
JO - Educational Researcher
JF - Educational Researcher
IS - 8
ER -