Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
Introduction: Virtual, Augmented, and Mixed Realities in Education Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

12. Preparing Students for Future Learning with Mixed Reality Interfaces

verfasst von : Bertrand Schneider

Erschienen in: Virtual, Augmented, and Mixed Realities in Education

Verlag: Springer Singapore

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

In this chapter, I explore how new learning environments, such as mixed reality interfaces (i.e., interfaces that combine physical and virtual information), can prepare students for future learning. I describe four controlled experiments that I have conducted over the years where students learned complex concepts in STEM and where a Tangible User Interface created a “Time for Telling”. This is followed by a summary the findings, a discussion of the possible mechanisms for the effect found in those studies, and a suggestion of design guidelines for creating this type of constructivist activities. I conclude by discussing the potential of mixed reality interfaces for preparing students for future learning.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Embodied Education in Mixed and Mediated Realties
Nächstes Kapitel Conclusion—Strategic Planning for R&D on Immersive Learning
Literatur
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24(1), 61–100.
Cuendet, S., Bumbacher, E., & Dillenbourg, P. (2012, October). Tangible vs. virtual representations: When tangibles benefit the training of spatial skills. In Proceedings of the 7th Nordic Conference on Human-Computer Interaction: Making Sense Through Design (pp. 99–108). ACM.
Dillenbourg, P., & Evans, M. (2011). Interactive tabletops in education. International Journal of Computer-Supported Collaborative Learning, 6(4), 491–514.CrossRef
Fan, M., Antle, A. N., Neustaedter, C., & Wise, A. F. (2014). Exploring how a co-dependent tangible tool design supports collaboration in a tabletop activity. Paper presented at the International Conference on Supporting Groupwork, Sanibel Island, FL.
Lillard, A., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893–1894.CrossRef
Marshall, P. (2007). Do tangible interfaces enhance learning? In Proceedings of the 1st international conference on Tangible and embedded interaction (pp. 163–170). Baton Rouge, Louisiana: ACM.
Schmidt, D., Ramakers, R., Pedersen, E. W., Jasper, J., Köhler, S., Pohl, A., Baudisch, P. (2014). Kickables: Tangibles for Feet. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, (pp. 3143–3152). New York, NY, USA: ACM.
Schneider, B., & Blikstein, P. (2015). Flipping the lipped classroom: A study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5–17.
Schneider, B., & Blikstein, P. (2015a). Unraveling students’ interaction around a tangible interface using multimodal learning analytics. International Journal of Educational Data Mining, 7(3), 89–116.
Schneider, B., & Blikstein, P. (2015b). Flipping the flipped classroom: A study of the effectiveness of video lectures versus constructivist exploration using tangible user interfaces. IEEE Transactions on Learning Technologies, 9(1), 5–17.CrossRef
Schneider, B., & Blikstein, P. (2015c). Comparing the benefits of a tangible user interface and contrasting cases as a preparation for future learning. In Proceedings of the 11th International Conference on Computer Supported Collaborative Learning—Volume 1 (pp. 134–141). International Society of the Learning Sciences.
Schneider, B., Jermann, P., Zufferey, G., & Dillenbourg, P. (2011). Benefits of a tangible interface for collaborative learning and interaction. Learning Technologies, IEEE Transactions on, 4(3), 222–232.CrossRef
Schneider B., Wallace J., Pea, R. & Blikstein P. (2013). Preparing for future learning with a tangible user interface: the case of Neuroscience. IEEE Transactions on Learning Technologies, 6(2), 117–129.
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition & Instruction, 16, 475–522.CrossRef
Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759–775.CrossRef
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. C&I, 22(2), 129–184.
Tuddenham, P., Kirk, D., & Izadi, S. (2010). Graspables revisited: Multi-touch vs. tangible input for tabletop displays in acquisition and manipulation tasks. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2223–2232). New York, NY, USA: ACM.
Wigdor, D., & Wixon, D. (2011). Brave NUI world: designing natural user interfaces for touch and gesture. Elsevier.
Metadaten
Titel
Preparing Students for Future Learning with Mixed Reality Interfaces
verfasst von
Bertrand Schneider
Copyright-Jahr
2017
Verlag
Springer Singapore
Buch
Virtual, Augmented, and Mixed Realities in Education

Print ISBN: 978-981-10-5489-1

Electronic ISBN: 978-981-10-5490-7

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-981-10-5490-7_12