Games for learning in embodied mixed-reality environments: principles and results

Authors:
Mina C. Johnson-Glenberg;Tatyana Koziupa;David Birchfield;Kyle Li
Affiliations:
School of Arts, Media, + Engineering at Arizona State University, Tempe, AZ;School of Arts, Media, + Engineering at Arizona State University, Tempe, AZ;School of Arts, Media, + Engineering at Arizona State University, Tempe, AZ;Institute of Play, NYC, NY
Venue:
GLS'11 Proceedings of the 7th international conference on Games + Learning + Society Conference
Year:
2011

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Abstract

Mixed-reality learning platforms are coming of age. We review several studies that demonstrate increased learning when students are in embodied, mixed-reality environments compared to learning in regular instruction environments where teacher and content are held constant. Two scenarios are described in-depth and a set of gesture-based design principles is presented. Embodied, mixed-reality environments can support significant gains in learning because multiple sensori-motor systems are activated when learning. In addition, classroom discourse is more focused in these collaborative environments and language may serve as a mediating variable for change.