College of Education

Embodied and Immersive Technologies (EmIT) Group

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The ELASTIC3S Project (Embodied Learning Augmented through Simulation Theaters for Interacting with Cross-Cutting Concepts in Science) strives to create a new genre of technology-enhanced interactions for education with the development of "simulation theaters for embodied learning" that target crosscutting themes in STEM such as scale, patterns, and rates of change. This NSF-funded project seeks to understand how high school students’ can use full body movement to interact with simulations of scientific phenomena such as earthquakes, acidity/basicity, and climate change. Using advanced gesture recognition techniques and video-game-like simulations we are creating engaging learning environments where students can explore the connections between different science topics.

 

Team Members

 

Former Team Members

Publications

Lindgren, R., Morphew, J. W., Kang, J., Planey, J., & Mestre, J. P. (2022). Learning and transfer effects of embodied simulations targeting crosscutting concepts in science. Journal of Educational Psychology, 114(3), 462–481. https://doi.org/10.1037/edu0000697

Kang, J., Diederich, M., Lindgren, R., & Junokas, M. J. (2021). Gesture patterns and learning in an embodied XR science simulation [pdf]. Educational Technology & Society, 24(2), 77-92. https://www.jstor.org/stable/27004933

Lindgren, R., Morphew, J. W., Kang, J., & Junokas, M. J. (2019). An embodied cyberlearning platform for gestural interaction with cross-cutting science concepts [pdf]. Mind, Brain, & Education, 13(1), 53-61. https://doi.org/10.1111/mbe.12191

Junokas, M. J., Lindgren, R., Kang, J., & Morphew, J. W. (2018). Enhancing multimodal learning through personalized gesture recognition [pdf]. Journal of Computer Assisted Learning, 34(4), 350-357. https://doi.org/10.1111/jcal.12262

Kang, J., Lindgren, R., & Planey, J. (2018). Exploring emergent features of student interaction within an embodied science learning simulation [pdf]. Multimodal Technologies and Interaction, 2(3), 39-58.  https://doi.org/10.3390/mti2030039