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| Content Provider | ACM Digital Library |
|---|---|
| Author | Koedinger, Kenneth R. Hudson, Scott E. Wiese, Eliane Stampfer Yannier, Nesra |
| Copyright Year | 2016 |
| Abstract | Can experimenting with three-dimensional (3D) physical objects in mixed-reality environments produce better learning and enjoyment than flat-screen two-dimensional (2D) interaction? We explored this question with EarthShake: a mixed-reality game bridging physical and virtual worlds via depth-camera sensing, designed to help children learn basic physics principles. In this paper, we report on a controlled experiment with 67 children, 4--8 years old, that examines the effect of observing physical phenomena and collaboration (pairs vs. solo). A follow-up experiment with 92 children tests whether adding simple physical control, such as shaking a tablet, improves learning and enjoyment. Our results indicate that observing physical phenomena in the context of a mixed-reality game leads to significantly more learning and enjoyment compared to screen-only versions. However, there were no significant effects of adding simple physical control or having students play in pairs vs. alone. These results and our gesture analysis provide evidence that children's science learning can be enhanced through experiencing physical phenomena in a mixed-reality environment. |
| Starting Page | 1 |
| Ending Page | 31 |
| Page Count | 31 |
| File Format | |
| ISSN | 10730516 |
| e-ISSN | 15577325 |
| DOI | 10.1145/2934668 |
| Volume Number | 23 |
| Issue Number | 4 |
| Journal | ACM Transactions on Computer-Human Interaction (TOCHI) |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 2016-09-01 |
| Publisher Place | New York |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Tangible interfaces Educational games Learning technologies Mixed-reality learning |
| Content Type | Text |
| Resource Type | Article |
| Subject | Human-Computer Interaction |
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