Robb Lindgren

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Web-based video collaboration environments have transformative potentials for video-enhanced education and for videobased research studies. We first describe DIVER, a platform designed to solve a set of core challenges we have identified in supporting video collaboratories. We then characterize five Collaboration Design Patterns (CDPs) that emerged from(More)
Picture this. A preverbal infant straddles the center of a seesaw. She gently tilts her weight back and forth from one side to the other, sensing as each side tips downward and then back up again. This child cannot articulate her observations in simple words, let alone in scientific jargon. Can she learn anything from this experience? If so, what is she(More)
While video games have received strong attention for their potential to generate engagement and learning, the specific features of these games that produce these outcomes are still not well understood. This study examined two factors—the ability to customize an avatar and the presence of a strong narrative—for their effects on a player’s gaming experience(More)
ed representations. Simulations that connect concepts to physical activity such as make the content more concrete or “grounded” (e.g., Vitale, Swart, & Black, 2014). Another limitation of simulations is the challenge of finding effective ways to administer feedback on user interactions. Traditional computer simulations will frequently fall back on verbal(More)
We describe an approach to designing immersive learning experiences for children using <i>body-based metaphors</i>. Previous research shows benefits for learning through physical interactions in virtual spaces (e.g., [1, 16])---here we look specifically at using mixed reality to embed children as elements within the systems they are attempting to learn.(More)
Interactive and immersive digital environments offer promising avenues for embodied interaction --- learning by enacting concepts through one's body. These environments have the potential to generate intuitive forms of understanding about processes and principles in areas such as science. More needs to be known, however, about how to design systems that(More)
In this special double symposium, sixteen established and emerging scholars from seven US universities, who share theoretical perspectives of grounded cognition, empirical contexts of design for STEM content domains, and analytic attention to nuances of multimodal expression, all gather to explore synergy and coherence across their diverging research(More)
In video games user-generated content (UGC) typically refers to the elements added to the game world by the players as opposed to the game developers. While an increasing number of game environments permit UGC, little is known about whether creating content for the game increases players' sense of engagement and ability to learn from the game. In this(More)