Bennett, J. A., & Morphew, J., & McColgan, M. W. (2024, June), Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47233

\bibitem{asee_peer_47233}
  Bennett, J. A., \& Morphew, J., \& McColgan, M. W. (2024, June), \emph{Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47233

Junior Anthony Bennett, Jason Morphew, and Michele W. McColgan.  "Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47233 Internet.  30 Jul, 2024

\bibitem{asee_peer_47233}
  Junior Anthony Bennett, Jason Morphew, and Michele W. McColgan.
  "Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47233 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47233
author = "Junior Anthony Bennett, Jason Morphew, and Michele W. McColgan"
title = "Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47233}
}

TY  - CPAPER
AB  - Students struggle with developing conceptual understanding of abstract concepts in Science, Technology, Engineering, and Mathematics (STEM) courses. Two-dimensional (2D) figures are commonly used during instruction in textbooks and multi-media presentations such as PowerPoint, or in computer animation. The use of 2D visualizations during instructions lacks opportunities for students to meaningfully explore these concepts by rotating three-dimensional (3D) visualizations and examining how the rotations impact the 2D representations. Instructions delivered using 3D visualizations have the potential to improve conceptual understanding of both concrete and abstract concepts. In this study, we employ a multiple case study methodology to examine student gestures to explore how the use of augmented reality in an immersive technology environment can impact conceptual understanding of abstract concepts in STEM education. Preliminary findings indicate that students utilize gestures that represent the visualizations in the AR application to think and reason about abstract concepts such as electric and magnetic fields. In addition, these gestures appear to be related to mental simulations that students employ during problem-solving. The benefits of employing innovative pedagogical approaches through correct gestures, visualization and cueing representations is not limited to improving conceptual understanding in STEM but promote problem solving and critical thinking. The benefits derived from integrating gestures and 3D visualizations in AR immersive technological environments suggest that using embodied learning activities have strong potential for abstract conceptual learning in STEM
AU  - Junior Anthony Bennett
AU  - Jason Morphew
AU  - Michele W. McColgan
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Embodied Learning with Gesture Representation in an Immersive Technology Environment in STEM Education
UR  - https://peer.asee.org/47233
ER  -