Elementary students learning science in an MR environment by constructing liminal blends through action on props

Abstract

Purpose

This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..

Design/methodology/approach

Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.

Findings

The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.

Originality/value

This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.

Citation

Tu, X., Georgen, C., Danish, J.A. and Enyedy, N. (2021), "Elementary students learning science in an MR environment by constructing liminal blends through action on props", Information and Learning Sciences, Vol. 122 No. 7/8, pp. 525-545. https://doi.org/10.1108/ILS-10-2020-0235