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
inquiry
learning &
computer
simulations

10-1-2017
inquiry
learning &
computer
simulations
motion
sensing &
augmented
reality
embodied
cognition

10-1-2017
teaching with computer simulations

10-1-2017
less human
the way
we 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,
10-1-2017
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.

10-1-2017
“The overall findings
suggest that simulations
can be as effective,
and in many ways
more effective,
than traditional […]
instructional practices
in 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.”

10-1-2017
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.

10-1-2017
less human
the way
we interact
with our
surroundings
more human
disciplines

“Traditionally, the various
branches of cognitive
science have viewed the
mind as an abstract
information processor,
10-1-2017
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,
10-1-2017
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.”
10-1-2017
mind ≠ computer
reference: Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review,
9(4), 625-636.

“In contrast, the phenomenologists argue that the separation
between mind and matter, or between what Descartes called the
res cogitans and the res extensa,
10-1-2017
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.

“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;
10-1-2017
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. Psychonomic
Bulletin & Review, 9, 558-565.
Close the drawer.
Close the drawer.
Open the drawer.
Open the drawer.
Boil the air.
Boil the air.

10-1-2017
in performing actions
that influence how
the brain responds
to the world…
“The emphasis on embodiment
is intended to draw attention to
the 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,
10-1-2017
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.
deeper
under-
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,
10-1-2017
instead have explanations
that are in fact nearer to
the passive end of the
spectrum.”
mind ≠ computer

history of computer interaction
10-1-2017
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.

10-1-2017
“Tangible computing
is 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
91-130.

“The tangible computing
work attempts to capitalize
on our physical skills
10-1-2017
and our familiarity with
real-world objects.”
tangible computing
press.

“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.”
10-1-2017
current computer interfaces
91-130.

“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
press.

10-1-2017
“Collaboration increases
the likelihood that
learners engage in
the type of talk
that 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
10-1-2017
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,
10-1-2017
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
10-1-2017
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,
10-1-2017
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.

Augmented reality sandbox

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