Colleen Megowan-Romanowicz

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

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.

Semi-virtual Embodied Learning-Real World STEM Assessment

This chapter presents several results from a multiyear research endeavor on embodiment in gaming and learning. A trans-disciplinary group at Arizona State University has designed an innovative learning environment that allows the learner’s body to move freely in space while interacting with dynamic visual and sonic media. This semi-virtual interface/environment is called SMALLab (Situated Multimedia Arts Learning Laboratory). The environment relies on 3D object tracking, real time graphics, and surround-sound to enhance embodied learning. Our hypothesis is that optimal learning and retention will occur when learning is embodied and multiple modalities are incorporated during the act of learning. In addition, we have created game-like scenarios that are collaborative and, where appropriate, incorporate the constructs of competition and low-stakes formative, stealth assessment to increase engagement, knowledge construction, and metrics on student learning.

Inside out: Action Research from the Teacher-Researcher Perspective.

Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program’s action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers, shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning, building confidence in their abilities and renewing their commitment to teaching as a vocation.

Effects of embodied learning and digital platform on the retention of physics content: Centripetal force

Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale “mixed reality” immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor professional development need to be provided as well.

A graduate program for high school physics and physical science teachers

The Modeling Instruction Program at Arizona State University has demonstrated the feasibility and effectiveness of a university-based graduate program dedicated to professional development of in-service physics teachers. The program culminates in a Master of Natural Science degree, although not all students in the program are degree candidates. The findings draw from nine years of experience in developing, implementing, and evaluating the effects of the program (2001–2009).

Embodied science and mixed reality: How gesture and motion capture affect physics education

A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers. The 166 participants were randomly assigned to four conditions: (1) symbols and text; (2) low embodied; (3) high embodied/active; or (4) high embodied/active with narrative. The last two conditions were active because the on-screen content could be manipulated with gross body gestures gathered via the Kinect sensor. Results demonstrated that the three groups that included embodiment learned significantly more than the symbols and text group on the traditional keyboard post-test. When knowledge was assessed with the Wacom tablet format that facilitated gestures, the two active gesture-based groups scored significantly higher. In addition, engagement scores were significantly higher for the two active embodied groups. The Wacom results suggest test sensitivity issues; the more embodied test revealed greater gains in learning for the more embodied conditions. We recommend that as more embodied learning comes to the fore, more sensitive tests that incorporate gesture be used to accurately assess learning. The predicted differences in engagement and learning for the condition with the graphically rich story narrative were not supported. We hypothesize that a narrative effect for motivation and learning may be difficult to uncover in a lab experiment where participants are primarily motivated by course credit. Several design principles for mediated and embodied science education are proposed.

If the Gear Fits, Spin It!: Embodied Education and in-Game Assessments

Two embodied gears games were created. Better learners should use fewer gear switches to reflect their knowledge. Twenty-three 7th graders, playing as dyads, used gestures to manipulate virtual gears. The Kinect sensor tracked arm-spinning movements and switched gear diameters. Knowledge tests were administered. Statistically significant knowledge gains were seen. For Game 1 gear spun one direction, switching significantly predicted only pretest knowledge. For Game 2 gear spun two directions switching was also negatively correlated with both tests. For game 2, those who used fewer switches during gameplay understood the construct better scoring higher on both tests. Dyadic analyses revealed the winner used significantly fewer switches. In-process data can provide a window onto knowledge as it is being encoded. However, games should stay within the learners ZPD, because if the game is too easy Game 1, meaningful data may be difficult to gather. The use of in ludo data from games with high sensitivity may attenuate the need for repetitive traditional, post-intervention tests.

Helping Students Construct Robust Conceptual Models

Modeling Instruction has been practiced in science and mathematics classrooms across the United States and around the world for over 25 years. Force Concept Inventory (FCI) scores from over 30,000 students confirm that this approach is one of the most successful science education reforms in the last 50 years. Modeling Instruction arranges the subject area under study into a handful of basic conceptual models. Students working together in groups of three or four uncover, construct, test, and apply these models as they engage in carefully chosen laboratory activities followed by model exploration and deployment exercises.

A longitudinal study of the development of rational number concepts and strategies in the middle grades

The purpose of this project was to trace longitudinal changes in rational number knowledge and proportional reasoning among middle-school students; exposing barriers or detours in their journey toward rational number understanding. One hundred two children were interviewed over the course of the study. Children were interviewed once every 3 weeks (approximately nine times per year per child). At the same time, children’s classes were observed approximately twice per week for the duration of the 20-month study. As a result, parallels between classroom instruction and students’ individual problem-solving strategies were developed, providing implications for curriculum, teaching, and individualized instruction. A Hierarchical Linear Model was used to describe the overall change in students’ thinking across the study, and sample students were compared to their (inter)national peers on rational number items from TIMSS and NAEP. Students entered the middle grades with a large repertoire of strategies for making sense of rational number problems. However, by the end of the eighth grade, students’ strategies tended to narrow and focus on inefficient understandings. Results show that instructional focus on Part/Whole fractions, in particular, hampered students’ ability to reason about ratio, rates, and proportional reasoning. The use of large-scale secondary data with which to compare results from this more modest study enhanced the ability of the researchers to make statistical claims about the generalizability of patterns uncovered in children’s fraction and proportional reasoning strategies.

Interdisciplinary Modeling Instruction: Helping Fifth Graders Learn About Levers

This chapter examines and comments on a brief teaching experiment in which fifth graders explored levers. The teacher–researcher employed modeling instruction (Hestenes, 1996), an inquiry based pedagogical approach that is widely utilized in high school physics instruction. The method relies on collaborative meaning making by students who work together in small groups on laboratory exercises or problems, whiteboard their findings and share and compare their thinking with other groups at “board meetings” – whole class discussions facilitated by the teacher–researcher. We analyze the teacher–researcher’s choices in designing and managing the learning environment in this setting in an attempt to identify how this instructional method can best be used with students of this age and mathematical sophistication.