東華大學圖書館 |

Embodied Engagement : = Examining Learner Interactions within Ubilearn Experiences for Design-Focused STEM Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Embodied Engagement :/
其他題名:	Examining Learner Interactions within Ubilearn Experiences for Design-Focused STEM Education.
作者:	Salman, Fariha Hayat.
面頁冊數:	1 online resource (173 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28281140click for full text (PQDT)
ISBN:	9798691245954

Embodied Engagement : = Examining Learner Interactions within Ubilearn Experiences for Design-Focused STEM Education.
Salman, Fariha Hayat.

Embodied Engagement :Examining Learner Interactions within Ubilearn Experiences for Design-Focused STEM Education. - 1 online resource (173 pages)

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2018.

Includes bibliographical references

This study examines and characterizes learner interactions to respond to a gap in the existing literature on learning processes within technologically mediated ubiquitous learning (ubilearn) experiences. From this exploratory investigation, the study proposes three theoretically salient conjectures that help characterize learner interactions within a design- focused STEM ubilearn experience called GreenDesigners. GreenDesigners is driven by Augmented Reality learning (ARL) platform that enables a technologically mediated tour of Penn State's solar house to help high school students (aged 15- 18 yrs) learn about sustainable engineering design concepts. Students are guided to focus on specific engineering design concepts and to respond to assessments on a mobile application on their touch screens while observing the physical features of the solar house. This learning tour leads into a collaborative design challenge where students collaboratively create and present a prototype design solution. The learning and design activity is captured on video and reported in this investigation. Methodologically, this study employs an exploratory approach to design based research (DBR), in keeping with which theoretically salient conjectures are generated and revised throughout the data collection and analyses. It is a qualitative study drawing on the tradition of digital ethnography and employing multimodal interaction analysis. Data sources in this investigation primarily comprised video recordings and open ended post interviews supported by statistical data from pre-and post tests. Findings revealed that learners coordinated their sensorimotor capacities (i.e., gaze, touch, speech, spatial positioning) and the technological content as a mutually constitutive strategy for design-focused STEM learning. Specifically, learners displayed recurring patterns, multimodal choices and moves as they interacted with design concepts, rationalized and negotiated design trade-offs, contributed design improvisations, and sought confirmation from their peers. It was also found that the NGSS curricular frames of 'analyze-design-evaluate' allowed learners to notice and uptake STEM design concepts and strategies that they later applied in joint problem spaces to produce joint prototypes. The exploratory analyses supporting the findings were accomplished by: (1) creating a case of an AR driven ubilearn experience called GreenDesigners with design-focused curricular elements of Engineering Design standards from the Next Generation Science Standards (NGSS), (2) using the three-pronged theoretical lens of 'place-embodiment-meaning making' to examine learner interactions, and (3) investigating conceptual gains of the learners through the process frames of 'analyze-design-evaluate'. This study contributes to the knowledge base on learner interaction within technologically mediated ubilearn experiences. It advances literature to specify recurring patterns, multimodal choices, and moves in learner interaction that support design-focused STEM learning. This literature points towards important considerations for designing and studying STEM ubilearn experiences. More broadly, this study adds to the growing understanding of embodied learning through its characterization of learner interactions. At another level, this study supports the use of multimodal interaction analysis in STEM research as a powerful methodological tool for studying complex, dynamic learner interactions within ubilearn experiences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798691245954Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Ubiquitous learningIndex Terms--Genre/Form:

542853
Electronic books.

Embodied Engagement : = Examining Learner Interactions within Ubilearn Experiences for Design-Focused STEM Education.
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