augmented reality sandbox

Utrecht University

Freudenthal Institute (FI)

Faculty of Science

Dr. Nico Rutten

Prof.dr. Wouter van Joolingen

Augmented reality sandbox

10-1-2017

Augmented reality sandbox - Dr. Nico Rutten

inquirylearning & computer

simulations

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inquirylearning & computer

simulations

motion sensing &

augmentedreality

embodiedcognition

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teaching with computer simulations

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less human

the waywe interact

with our surroundings

more human

disciplines

Computer science (tangible computing)

Psychology (embodied cognition)

Philosophy (phenomonology)

“Simulations have gained

a place in the classroom

as robust additions to

the repertoire of teachers,

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either as an addition to

available traditional

teaching methods or

as a replacement of parts

of the curriculum.”

teaching & learning with computer simulations

reference: Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153.

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“The overall findings suggest that simulations

can be as effective,and in many ways

more effective,than traditional […]

instructional practicesin promoting…

science content knowledge,

developing process skills,

and facilitating conceptual change.”


reference: Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370.

“Computer simulations have

been shown to confer a

number of advantages over

traditional educational

practices:

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They provide a perceptual

grounding for concepts that

might otherwise be too

abstract to readily

comprehend.”


reference: Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. Journal of the Learning Sciences, 14(1), 69-110.

“When laboratory experiences are integrated

with other metacognitive learning experiences

such as “predict–explain–observe”

demonstrations, etc. (White & Gunstone, 1992)

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and when they incorporate the manipulation of

ideas instead of simply materials and

procedures,

teaching & learning with laboratory experiments

reference: Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54.

they can promote the learning of science.”

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reference: de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.

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less human

the waywe interact


more human

disciplines







“Traditionally, the various

branches of cognitive

science have viewed the

mind as an abstract

information processor,

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whose connections to the

outside world were of little

theoretical importance.”

mind = computer

reference: Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9(4), 625-636.

“So, despite the web of

causal relations between

organisms and

environments,

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we suppose the mind must

be in a separate place,

within some boundary that

sets it apart from the

world.”

mind = computer

reference: Hurley, S. L. (1998). Consciousness in action: Harvard University Press.

“Because cognition begins

with an input to the brain

and ends with an output

from the brain,

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cognitive science can limit

its investigations to

processes within the head,

without regard for the world

outside the organism.”

mind = computer

reference: Shapiro, L. (2010). Embodied cognition: Routledge.

“It is possible to study the

cognitive system as an

autonomous, bodiless, and

worldless system,

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whose function is to

transform input

representations into output

representations.”

mind = computer

reference: van Gelder, T. (1995). What might cognition be, if not computation? The Journal of Philosophy, 92(7), 345-381.

“Embodied cognition […]

resists the idea that

cognition is solipsistic,

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and so rejects the idea that

subjects are passive

receivers of stimulation.”

mind ≠ computer


“There is a growing

commitment to the idea

that the mind must be

understood in the context

of its relationship to a

physical body that interacts

with the world.”

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mind ≠ computer

reference: Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9(4), 625-636.

10-1-2017


less human

the waywe interact


more human

disciplines







“In contrast, the phenomenologists argue that the separation

between mind and matter, or between what Descartes called the

res cogitans and the res extensa,

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has no basis in reality.”

phenomenology

reference: Dourish, P. (2004). Where the action is: The foundations of embodied interaction: MIT press.

“The kind of dealing which is closest to us is as we have shown,

not a bare perceptual cognition,

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but rather that kind of concern which manipulates things and

puts them to use.”

phenomenology

reference: Heidegger, M. (1962). Being and time: New York: Harper & Row.

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less human

the waywe interact


more human

disciplines







“This is not just the

innocuous and obvious

claim that we need a body

to reason;

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rather, it is the striking

claim that the very

structure of reason itself

comes from the details of

our embodiment.”

embodied cognition

reference: Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought: Basic books.

“This is not just the

innocuous and obvious

claim that we need a body

to reason;

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rather, it is the striking

claim that the very

structure of reason itself

comes from the details of

our embodiment.”

embodied cognition

reference: Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. PsychonomicBulletin & Review, 9, 558-565.

Close the drawer.

Close the drawer.

Open the drawer.

Open the drawer.

Boil the air.

Boil the air.

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in performing actionsthat influence howthe brain responds

to the world…

“The emphasis on embodimentis intended to draw attention tothe role an organism’s body plays…

while at the same time influencing how the world presents itself to the brain.”


embodied cognition

“When this embodied knowledge is added to data reduction

and to description in terms of mathematically posed laws,

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it conveys a deeper understanding of what the latter describe

and mean.”

deeper understanding

reference: Kleinhans, M., Bierkens, M., & Perk, M. (2010). HESS Opinions On the use of laboratory experimentation:" Hydrologists, bring out shovels and garden hoses and hit the dirt". Hydrology and Earth System Sciences, 14(2), 369-382.

deeperunder-

standing

“Proponents of embodied

cognition expect that many

bahaviors that might, given

their versatility, tempt one

to seek explanations in

terms of sophisticated

internal mechanisms,

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instead have explanations

that are in fact nearer to

the passive end of the

spectrum.”

mind ≠ computer


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less human

the waywe interact


more human

disciplines







history of computer interaction

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four past:Electrical; Symbolic;

Textual; and Graphical

and two, he hopes, future:Tangible and

Social computing; and Embodied Interaction.”

“He divides that history into six eras,

reference: Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial intelligence, 149(1), 91-130.

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“Tangible computingis dedicated to…

re-considering the nature and uses of

computation,

and the design of computing devices,

so that we can bring the computer more fully into our world.”

tangible computing


“The tangible computing

work attempts to capitalize

on our physical skills

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and our familiarity with

real-world objects.”

tangible computing


“The point, understood as a critique of current

computer interfaces, is that we in fact have

much more complicated ways of dealing with

information and information-carrying objects

than is allowed for in a typical computer set-up.”

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current computer interfaces


“Not only is there not a

single point of interaction,

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there is not even a single

device that is the object of

interaction.”

current computer interfaces


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“Collaboration increases the likelihood that learners engage in

the type of talkthat supports learning,

such as…

asking and answering of questions,

reasoning

and conflict resolution.”

collaboration

reference: van Joolingen, W. R., de Jong, T., Lazonder, A. W., Savelsbergh, E. R., & Manlove, S. (2005). Co-Lab: Research and development of an online learning environment for collaborative scientific discovery learning. Computers in Human Behavior, 21(4), 671-688.

“Research indicates a direct

relationship between

cooperative learning

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and the greater use of

higher level reasoning

strategies and critical

thinking skills.”


reference: Kewley, L. (1998). Peer collaboration versus teacher-directed instruction: How two methodologies engage students in the learning process. Journal of Research in Childhood Education, 13(1), 27-32.

“Collaboration with others

(including teacher and

peers) while interacting

with the technology helps

students to confront

ineffective problem-solving

strategies and

misconceptions,

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and learn to clarify, defend,

elaborate upon and

evaluate ideas.”


reference: Smetana, L. K., & Bell, R. L. (2013). Which setting to choose: Comparison of whole-class vs. small-group computer simulation use. Journal of Science Education and Technology, 23(4), 1-15.

“There is some indication

that students attribute a

great deal of authority to

the computer

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and may develop

misconceptions by taking

animations and images of

abstract concepts tool

literally.”

interpretation of models

reference: Hennessy, S. (2006). Integrating technology into teaching and learning of school science: A situated perspective on pedagogical issues in research. Studies in Science Education, 42(1), 1-48.

“Essentially the idea is to

set up appropriate, well-

conditioned, tight feedback

loops between sensing and

action,

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with the external world as

the medium for the loop.”

feedback loops

reference: Brooks, R. A. (1999). Cambrian intelligence: The early history of the new AI (Vol. 1): MIT press Cambridge, MA.