It is a user-centered installation that facilitates meaningful learningĮxperiences for the students as well as for the teachers by connecting physical input measured with The HybridĮnvironmental Projection Platform is a collapsible, transportable installation that supports open-endedĮducational opportunities and challenges through interactive projection-based systems upon 270ĭegrees surrounding screen. This research paper is grounded in the fields of architecture and technology and revolves around theĬreation of an immersive educational environment beyond the computer screen. Analysis of the data collected via pre-post conceptual tests, students’ engagement surveys and testimonials, as well as teachers’ interviews, provided empirical substantiation to the LX design, while also supporting the effectiveness of technology-enhanced embodied learning. The LX design was structured around an embodied educational app for learning in mathematics and was implemented in 13 primary education classrooms (n = 213 children). This paper presents a large-scale study on the implementation and systematic evaluation of a LX design, developed and enacted by a cohort of eight primary education teachers to support their students’ engagement and learning in mathematics. However, the emergence of technology-enhanced embodied learning brings to the foreground new challenges due to the lack of learning experience (LX) designs, ensuring its successful introduction in real classroom settings. The turn of the millennium has witnessed an increased interest in technology-enhanced embodied approaches for learning in mathematics due to the rapid advancement of motion-based technologies. Tablets served as easy and manageable digital tools for meaning-making and multimodal expression in addition to making achievements both explicit and shareable. Making the video fostered embodied learning since it required students to remember, re-experience, and apply previous activities, and incorporated multimodal expression. Preparations for the music and movement compositions included explorative and improvisational Dalcroze-, Orff-, and Laban-based music-and-movementĮxercises, the rehearsal of movement material for composition, and the creation of a safe and comfortable social space. Learning was enhanced by focusing students’ attention to and awareness of each activity and their kinesthetic experiences, then by reflective assignments. In the project, embodied learning took place through active participation and multi-sensory perception and experiences. Student interviews and reflections, as well as researcher’s field notes were used as material for the analysis. This article analyzes how embodied learning was enhanced in a project in which students made a music video with a tablet, combining music and movement compositions, in a Finnish seventh-grade music classroom. We contend that well-designed, mixed-reality environments have much to offer STEM learners, and that the learning gains transcend those that can be expected from more traditional classroom procedures. We present data demonstrating that students learn more during a recent SMALLab intervention compared to regular classroom instruction. We present two studies from the earth science domain that address questions regarding the feasibility and efficacy of SMALLab in a classroom context. It uses 3D object tracking, real time graphics, and surround-sound to enhance learning. SMALLab enables multiple students to interact with one another and digitally mediated elements via 3D movements and gestures in real physical space. In response, we have developed a mixed-reality environment called the Situated Multimedia Arts Learning Laboratory (SMALLab). Emerging research from the learning sciences and human-computer interaction supports the premise that learning is effective when it is embodied, collaborative, and multimodal.
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