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<p>With the rapid development of emerging technologies in education, this research explored how children use teacher-, peer-, and technology-provided feedback together toward collective and embodied learning in a mixed-reality environment. In this study, we investigated how young children interact with feedback in a mixed-reality environment,&#xa0;Science through Technology Enhanced Play (STEP), a system that tracks students’ movement and turns their embodiments into characters on a shared screen. We used coding and interaction analysis to analyze data from three episodes from a curriculum about states of matter across two research sites. Our analysis demonstrated that as the curriculum progressed, children engaged with <i>collective and blended feedback</i>, i.e., input that leads to collective sense-making and liminal blending of multiple sources, in ways that enhanced <i>collective agency</i> over their inquiry. First, we focused on how children transitioned from individualized views of feedback to more collective views by blending multiple sources of feedback (from self, peers, teachers/researchers, and technology) to make sense of solid bonds. Second, we found that the children leveraged feedback from their peers, facilitators, and technology-provided representations to explore how the particles must behave collectively to form liquid bonds. Third, we saw how children engaged with feedback differently on the basis of their role (observing versus embodying) in an activity focused on making gas bonds. More than simply demonstrating the sophistication with which young children engage in collective inquiry-based learning through embodied and technology-enhanced play designs, our work also demonstrates how future learning environments with complex feedback structures (i.e., the coordination of multiple sources and multiple modalities by children working collaboratively) can be designed to support student inquiry and young children’s agency in blending feedback sources that they determine enhance their collective sense-making.</p>

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How children blend feedback in a mixed-reality environment for collective embodied learning

  • 期刊论文

  • 发表日期：

    2025年10月29日

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  • Sarah Jaewon Lee,
  • Xintian Tu,
  • Simeon Adebola,
  • D. Teo Keifert,
  • Noel Enyedy,
  • Joshua Danish

摘要

With the rapid development of emerging technologies in education, this research explored how children use teacher-, peer-, and technology-provided feedback together toward collective and embodied learning in a mixed-reality environment. In this study, we investigated how young children interact with feedback in a mixed-reality environment, Science through Technology Enhanced Play (STEP), a system that tracks students’ movement and turns their embodiments into characters on a shared screen. We used coding and interaction analysis to analyze data from three episodes from a curriculum about states of matter across two research sites. Our analysis demonstrated that as the curriculum progressed, children engaged with collective and blended feedback, i.e., input that leads to collective sense-making and liminal blending of multiple sources, in ways that enhanced collective agency over their inquiry. First, we focused on how children transitioned from individualized views of feedback to more collective views by blending multiple sources of feedback (from self, peers, teachers/researchers, and technology) to make sense of solid bonds. Second, we found that the children leveraged feedback from their peers, facilitators, and technology-provided representations to explore how the particles must behave collectively to form liquid bonds. Third, we saw how children engaged with feedback differently on the basis of their role (observing versus embodying) in an activity focused on making gas bonds. More than simply demonstrating the sophistication with which young children engage in collective inquiry-based learning through embodied and technology-enhanced play designs, our work also demonstrates how future learning environments with complex feedback structures (i.e., the coordination of multiple sources and multiple modalities by children working collaboratively) can be designed to support student inquiry and young children’s agency in blending feedback sources that they determine enhance their collective sense-making.