Abstract
In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that augments the display with a graphical or informational overlay. Our goal in this manuscript is to ask how and why these new technologies create opportunities for learning. We suggest that AR is uniquely positioned to support learning through its ability to support students in developing “conceptual blends”—which we propose extend beyond cognitive spaces to include the layering of multiple ideas and physical materials, often supplied by different conversation participants. We document one case study and trace how the narrative structure of a board game, the physical floor materials (e.g. linoleum), a student’s first-person embodied experiences, the third-person live camera feed, and the augmented-reality symbols become integrated in the activity. As a result, students’ conceptualization of force and friction become fused with a diverse set of intellectual resources. We conclude by suggesting that the framework of liminal blends may inform the design of future AR learning environments and in particular help generate predictions about the ways in which the juxtaposition of certain resources may otherwise produce unexpected results.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Computer-Supported Collaborative Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.