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Learning from Mixed-Reality Games: Is Shaking a Tablet as Effective as Physical Observation?

Nesra Yannier,K. Koedinger,Scott E. Hudson

Published 2015 in International Conference on Human Factors in Computing Systems

ABSTRACT

The possibility of leveraging technology to support children's learning in the real world is both appealing and technically challenging. We have been exploring factors in tangible games that may contribute to both learning and enjoyment with an eye toward technological feasibility and scalability. Previous research found that young children learned early physics principles better when interactively predicting and observing experimental comparisons on a physical earthquake table than when seeing a video of the same. Immersing children in the real world with computer vision-based feedback appears to evoke embodied cognition that enhances learning. In the current experiment, we replicated this intriguing result of the mere difference between observing the real world versus a flat-screen. Further, we explored whether a simple and scalable addition of physical control (such as shaking a tablet) would yield an increase in learning and enjoyment. Our 2x2 experiment found no evidence that adding simple forms of hands-on control enhances learning, while demonstrating a large impact of physical observation. A general implication for educational game design is that affording physical observation in the real world accompanied by interactive feedback may be more important than affording simple hands-on control on a tablet.

PUBLICATION RECORD

  • Publication year

    2015

  • Venue

    International Conference on Human Factors in Computing Systems

  • Publication date

    2015-04-18

  • Fields of study

    Physics, Computer Science, Education

  • Identifiers
    DOI 10.1145/2702123.2702397
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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