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Interactive Multimodal Molecular Set - Designing Ludic Engaging Science Learning Content

机译：交互式多峰分子集-设计Ludic参与科学学习的内容

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摘要

This paper reports on an exploratory study investigating 10 primary school students' interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design collaboratorium sessions, interviews and observations. The results indicated that bridging the physical and digital worlds can support learning where the affordances of the technologies can be described in terms of meaningful activity: exploration, reasoning, reflection, and ludic engagement. Here, the electronic tags facilitate the application and provide the students to articulate knowledge through different modes; images, gestures, and 3D objects
机译：本文报道了一项探索性研究，该研究调查了10名小学生与互动式多峰分子集的相互作用，该分子集促进了小学（8年级和9年级）的引人入胜的科学学习内容。原型设计的概念是通过电子标签在物理和虚拟世界之间架起桥梁，并以此融合计算机和玩具的熟悉程度，从而创造出一种工具，为了解原子和分子提供了一种荒谬的方法。该研究的灵感来自于参与性设计和信息提供者的设计方法，包括设计协作会议，访谈和观察。结果表明，桥接物理世界和数字世界可以支持学习，其中可以用有意义的活动来描述技术的承受能力：探索，推理，反思和疯狂参与。电子标签在这里方便了应用，并为学生提供了通过不同模式表达知识的方法;图像，手势和3D对象

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