Abstract
This study involved middle school students using a gesture-augmented computer simulation to construct causal explanations. In individual interviews, students were prompted to explain what causes seasons before, during, and after using the simulation. We found strong evidence that students improved their explanations, and although students frequently used gestures in their post-simulation explanations, they infrequently used the specific gestures prompted by the interface.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1363-1364 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
Keywords
- Embodied learning
- Explanation
- Gesture-augmented simulations
- Science education
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education