Social affordances of mixed reality learning environments: A case from the Science through Technology Enhanced Play project (STEP)

Abstract

We describe the design of the Science through Technology Enhanced Play (STEP) project. In STEP, we explore the potential for dramatic play-a form of activity that is particularly familiar to early elementary students-to promote meaningful inquiry about scientific concepts. We report on the first round of design experiments conducted with 120 first and second grade students who investigated how and why different states of matter have different properties. Prepost analyses indicate that the majority of students learned the content and demonstrate how the affordances of the socio-technical system promoted the transition from individual observation to collective inquiry, how play as the root activity provided agency within that inquiry, and how the teacher and the social norms of the classroom reinforced these productive social processes.