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Spotlighting spectatorship: elevating observation-based learning in the design and evaluation of body-scale learning environments.

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Title: Spotlighting spectatorship: elevating observation-based learning in the design and evaluation of body-scale learning environments.
Authors: Rosenbaum, Leah F. (AUTHOR)
Source: Educational Technology Research & Development. Aug2024, Vol. 72 Issue 4, p2133-2157. 25p.
Subjects: Children's museums, Play-based learning, Crowd control, Scholarly method, Classroom environment
Abstract: Research on the educational value of play tends to focus on active players, especially when evaluating novel interaction technologies. However, a long history of scholarship underscores observing communal practice as a primary means of enculturation and learning. This paper demonstrates learning opportunities available within a range of participation forms—from spectator to player and some in between—that emerge around Geometris, a collaborative, body-scale geometry game, as installed in a children's science museum. Considering learning as participation in communal practice, I present frequency analysis of roughly 350 participants followed by thick narrative descriptions of 3 focal groups to characterize the learning opportunities available within diverse forms of participation in this technologically enabled gameplay. I also identify particular design elements—namely the user-agnostic input mechanism and certain crowd control measures—that inadvertently enabled these participation forms. Theoretical implications include the pedagogically relevant range of action–perception possibilities available across participation forms. Additionally, proposed design heuristics could facilitate these diverse forms of participation in other educational designs. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Research on the educational value of play tends to focus on active players, especially when evaluating novel interaction technologies. However, a long history of scholarship underscores observing communal practice as a primary means of enculturation and learning. This paper demonstrates learning opportunities available within a range of participation forms—from spectator to player and some in between—that emerge around Geometris, a collaborative, body-scale geometry game, as installed in a children's science museum. Considering learning as participation in communal practice, I present frequency analysis of roughly 350 participants followed by thick narrative descriptions of 3 focal groups to characterize the learning opportunities available within diverse forms of participation in this technologically enabled gameplay. I also identify particular design elements—namely the user-agnostic input mechanism and certain crowd control measures—that inadvertently enabled these participation forms. Theoretical implications include the pedagogically relevant range of action–perception possibilities available across participation forms. Additionally, proposed design heuristics could facilitate these diverse forms of participation in other educational designs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11423-024-10373-x
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