Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/41408

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

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Title: Social Affordances of Mixed Reality Learning Environments: A case from the Science through Technology Enhanced Play project (STEP)
Authors: Enyedy, Noel
Danish, Joshua
Deliema, David
Saleh, Asmalina
Lee, Christine
show 2 moreMorris, Noelani
Illum, Randy

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Keywords: Mixed Reality/Augmented Reality
Science Education
Social Affordances Teachnology/digital media
discourse analysis
Issue Date: 04 Jan 2017
Abstract: We describe the design of the Science through Technology Enhanced Play (STEP) project. In STEP, we explore the potential for dramatic play—a form of activity that is particularly familiar to early elementary students—to promote meaningful inquiry about scientific concepts. We report on the first round of design experiments conducted with 120 first and second grade students who investigated how and why different states of matter have different properties. Pre-post analyses indicate that the majority of students learned the content and demonstrate how the affordances of the socio-technical system promoted the transition from individual observation to collective inquiry, how play as the root activity provided agency within that inquiry, and how the teacher and the social norms of the classroom reinforced these productive social processes.
Pages/Duration: 10 pages
URI/DOI: http://hdl.handle.net/10125/41408
ISBN: 978-0-9981331-0-2
DOI: 10.24251/HICSS.2017.254
Rights: Attribution-NonCommercial-NoDerivatives 4.0 International
Appears in Collections:Learning within Digital and Social Media Minitrack



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