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Elementary students learning science in an MR environment by constructing liminal blends through action on props
Purpose This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment.. Design/methodology/approach Building o...
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| Published in: | Information and learning science 2021-08, Vol.122 (7/8), p.525-545 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3 |
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| cites | cdi_FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3 |
| container_end_page | 545 |
| container_issue | 7/8 |
| container_start_page | 525 |
| container_title | Information and learning science |
| container_volume | 122 |
| creator | Tu, Xintian Georgen, Chris Danish, Joshua A Enyedy, Noel |
| description | Purpose
This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..
Design/methodology/approach
Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.
Findings
The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.
Originality/value
This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena. |
| doi_str_mv | 10.1108/ILS-10-2020-0235 |
| format | article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1361607</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1361607</ericid><sourcerecordid>2794477548</sourcerecordid><originalsourceid>FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3</originalsourceid><addsrcrecordid>eNptkd1LwzAUxYMoOHTvvggBn-tukrZpHmVMnUwEP55Lm95uGW06k1bYf2_KxkAQAjlwfufecELIDYN7xiCbLVcfEYOIA4cIuEjOyIQLlUWJSNLzk46zSzL1fgsQOKaEkhOyWzTYou0Lt6e-H6ogPW2wcNbYNfXaoNVIjaWFpa_vFO2PcZ0dE7TcU91Z37tB9yPcmNbYoqFlg7bytN-4blhvaBHcztJwdq7b-WtyUReNx-nxviJfj4vP-XO0entazh9Wkeap6CNVCcEzlTKGUDOe1QC15LEsWYkpJClWEIsEJddSAijMWCkCHVcJ1wplIa7I3WFu2Po9oO_zbTe48D6fc6niWMokzgIFB0q7znuHdb5zpg1l5Azysdo8VDvqsdp8rDZEbg8RdEaf8MULEylLQQZ_dvRbdEVT_Tfxz2eJX0Zcg7I</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2794477548</pqid></control><display><type>article</type><title>Elementary students learning science in an MR environment by constructing liminal blends through action on props</title><source>Library & Information Science Abstracts (LISA)</source><source>Social Science Premium Collection</source><source>ABI/INFORM Global</source><source>Emerald:Jisc Collections:Emerald Subject Collections HE and FE 2024-2026:Emerald Premier (reading list)</source><source>Library & Information Science Collection</source><source>ERIC</source><source>Alma/SFX Local Collection</source><source>Education Collection</source><creator>Tu, Xintian ; Georgen, Chris ; Danish, Joshua A ; Enyedy, Noel</creator><creatorcontrib>Tu, Xintian ; Georgen, Chris ; Danish, Joshua A ; Enyedy, Noel</creatorcontrib><description>Purpose
This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..
Design/methodology/approach
Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.
Findings
The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.
Originality/value
This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.</description><identifier>ISSN: 2398-5348</identifier><identifier>EISSN: 2398-5356</identifier><identifier>DOI: 10.1108/ILS-10-2020-0235</identifier><language>eng</language><publisher>West Yorkshire: Emerald Publishing Limited</publisher><subject>Cognition & reasoning ; Computer Simulation ; Educational Environment ; Elementary School Students ; Embodied cognition ; Figurative Language ; Grade 1 ; Grade 2 ; Instructional Design ; Interpersonal Relationship ; Manipulative Materials ; Metaphor ; Science Instruction ; Social interaction ; Students ; Technology Uses in Education</subject><ispartof>Information and learning science, 2021-08, Vol.122 (7/8), p.525-545</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3</citedby><cites>FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27282,27901,27902,34112</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1361607$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Tu, Xintian</creatorcontrib><creatorcontrib>Georgen, Chris</creatorcontrib><creatorcontrib>Danish, Joshua A</creatorcontrib><creatorcontrib>Enyedy, Noel</creatorcontrib><title>Elementary students learning science in an MR environment by constructing liminal blends through action on props</title><title>Information and learning science</title><description>Purpose
This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..
Design/methodology/approach
Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.
Findings
The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.
Originality/value
This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.</description><subject>Cognition & reasoning</subject><subject>Computer Simulation</subject><subject>Educational Environment</subject><subject>Elementary School Students</subject><subject>Embodied cognition</subject><subject>Figurative Language</subject><subject>Grade 1</subject><subject>Grade 2</subject><subject>Instructional Design</subject><subject>Interpersonal Relationship</subject><subject>Manipulative Materials</subject><subject>Metaphor</subject><subject>Science Instruction</subject><subject>Social interaction</subject><subject>Students</subject><subject>Technology Uses in Education</subject><issn>2398-5348</issn><issn>2398-5356</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>CNYFK</sourceid><sourceid>F2A</sourceid><sourceid>M0C</sourceid><sourceid>M0P</sourceid><sourceid>M1O</sourceid><recordid>eNptkd1LwzAUxYMoOHTvvggBn-tukrZpHmVMnUwEP55Lm95uGW06k1bYf2_KxkAQAjlwfufecELIDYN7xiCbLVcfEYOIA4cIuEjOyIQLlUWJSNLzk46zSzL1fgsQOKaEkhOyWzTYou0Lt6e-H6ogPW2wcNbYNfXaoNVIjaWFpa_vFO2PcZ0dE7TcU91Z37tB9yPcmNbYoqFlg7bytN-4blhvaBHcztJwdq7b-WtyUReNx-nxviJfj4vP-XO0entazh9Wkeap6CNVCcEzlTKGUDOe1QC15LEsWYkpJClWEIsEJddSAijMWCkCHVcJ1wplIa7I3WFu2Po9oO_zbTe48D6fc6niWMokzgIFB0q7znuHdb5zpg1l5Azysdo8VDvqsdp8rDZEbg8RdEaf8MULEylLQQZ_dvRbdEVT_Tfxz2eJX0Zcg7I</recordid><startdate>20210809</startdate><enddate>20210809</enddate><creator>Tu, Xintian</creator><creator>Georgen, Chris</creator><creator>Danish, Joshua A</creator><creator>Enyedy, Noel</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>0U~</scope><scope>1-H</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CNYFK</scope><scope>DWQXO</scope><scope>E3H</scope><scope>F2A</scope><scope>F~G</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K6~</scope><scope>L.-</scope><scope>L.0</scope><scope>M0C</scope><scope>M0P</scope><scope>M1O</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PKEHL</scope><scope>PQBIZ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PRQQA</scope><scope>PYYUZ</scope><scope>Q9U</scope></search><sort><creationdate>20210809</creationdate><title>Elementary students learning science in an MR environment by constructing liminal blends through action on props</title><author>Tu, Xintian ; Georgen, Chris ; Danish, Joshua A ; Enyedy, Noel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c263t-9d33289611e0f128f00f7247b1be6056ed0435e72c77009e81b39614d52c9e7a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Cognition & reasoning</topic><topic>Computer Simulation</topic><topic>Educational Environment</topic><topic>Elementary School Students</topic><topic>Embodied cognition</topic><topic>Figurative Language</topic><topic>Grade 1</topic><topic>Grade 2</topic><topic>Instructional Design</topic><topic>Interpersonal Relationship</topic><topic>Manipulative Materials</topic><topic>Metaphor</topic><topic>Science Instruction</topic><topic>Social interaction</topic><topic>Students</topic><topic>Technology Uses in Education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tu, Xintian</creatorcontrib><creatorcontrib>Georgen, Chris</creatorcontrib><creatorcontrib>Danish, Joshua A</creatorcontrib><creatorcontrib>Enyedy, Noel</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Global News & ABI/Inform Professional</collection><collection>Trade PRO</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Library & Information Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Library & Information Sciences Abstracts (LISA)</collection><collection>Library & Information Science Abstracts (LISA)</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Professional Standard</collection><collection>ABI/INFORM Global</collection><collection>Education Database (ProQuest)</collection><collection>Library Science Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest One Academic Middle East (New)</collection><collection>One Business (ProQuest)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Social Sciences</collection><collection>ABI/INFORM Collection China</collection><collection>ProQuest Central Basic</collection><jtitle>Information and learning science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tu, Xintian</au><au>Georgen, Chris</au><au>Danish, Joshua A</au><au>Enyedy, Noel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1361607</ericid><atitle>Elementary students learning science in an MR environment by constructing liminal blends through action on props</atitle><jtitle>Information and learning science</jtitle><date>2021-08-09</date><risdate>2021</risdate><volume>122</volume><issue>7/8</issue><spage>525</spage><epage>545</epage><pages>525-545</pages><issn>2398-5348</issn><eissn>2398-5356</eissn><abstract>Purpose
This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..
Design/methodology/approach
Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.
Findings
The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.
Originality/value
This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.</abstract><cop>West Yorkshire</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/ILS-10-2020-0235</doi><tpages>21</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2398-5348 |
| ispartof | Information and learning science, 2021-08, Vol.122 (7/8), p.525-545 |
| issn | 2398-5348 2398-5356 |
| language | eng |
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| source | Library & Information Science Abstracts (LISA); Social Science Premium Collection; ABI/INFORM Global; Emerald:Jisc Collections:Emerald Subject Collections HE and FE 2024-2026:Emerald Premier (reading list); Library & Information Science Collection; ERIC; Alma/SFX Local Collection; Education Collection |
| subjects | Cognition & reasoning Computer Simulation Educational Environment Elementary School Students Embodied cognition Figurative Language Grade 1 Grade 2 Instructional Design Interpersonal Relationship Manipulative Materials Metaphor Science Instruction Social interaction Students Technology Uses in Education |
| title | Elementary students learning science in an MR environment by constructing liminal blends through action on props |
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