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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)
—Web-based video collaboration environments have transformative potentials for video-enhanced education and for video-based 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)
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)
The positive integers constitute the most well-studied number class. An important finding is the symbolic distance effect (SDE): the greater the distance between two positive integers, the faster they are compared (Moyer & Landauer, 1967). The SDE is important because it indicates that numerical symbols are understood in part as magnitudes, i.e., using a(More)
The sinking costs of producing digital video and its growing presence on the Internet suggest that it has potential for use in web-based learning technologies. However, there have been few investigations into how the kind of interaction one has with video impacts subsequent learning. In this in-progress study participants are asked to watch video of an(More)