Conference proceeding
Haptic Experiences Shape Student-Generated Gestures While Learning with Computational Environments
ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings, pp.218-225
2024
DOI: 10.22318/icls2024.404372
Abstract
In science education, gestures have emerged as a valuable tool for both students to represent their reasoning and educators to assess learners’ developing knowledge. One reason is that gestures afford representing dynamic causal reasoning, a fundamental aspect of understanding various natural phenomena. However, gestures inherently lack feedback mechanisms and are possibly epiphenomenal to learning. We address these limitations by pairing haptic physical models with a computational NetLogo simulation designed to support students in comprehending dynamic interactions within complex systems. In this study, we investigated the impact of haptic learning experiences and computational environments on student-generated gestures. Our findings revealed that haptic learning experiences augment the computational environments by providing students with sensory feedback. This, in turn, leads to a shift in students' gestures, as they transition from representing aggregate patterns, such as quantity and motion, to individual interactions between physical entities and forces.
Details
- Title: Subtitle
- Haptic Experiences Shape Student-Generated Gestures While Learning with Computational Environments
- Creators
- Xiaoyu Tang - University of Iowa, United StatesRobb Lindgren - University of Illinois Urbana-ChampaignMatthew Lira - University of Iowa, United States
- Resource Type
- Conference proceeding
- Publication Details
- ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings, pp.218-225
- DOI
- 10.22318/icls2024.404372
- ISSN
- 1573-4552
- Language
- English
- Date published
- 2024
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984824170402771
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