Dr. Mina C. Johnson-Glenberg and the Embodied Games for Learning Lab.What are Mixed Reality and Virtual "Embodied" Lessons? And While We're at it... How Do I Design One?. ARIEL Special Interest Group Supernews
Johnson-Glenberg,M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (Feb. 2014) - Advance online publication. Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies. Journal of Educational Psychology. 106, 1, 86-104. doi: 10.1037/a0034008
Lindgren, R. & Johnson-Glenberg, M. C. (2013). Emboldened by Embodiment: Six Precepts Regarding the Future of Embodied Learning and Mixed Reality Technologies. Educational Researcher. 42, 8, 445- 452. doi:10.3102/0013189X13511661
Johnson-Glenberg, M. C. (2014). Embodied Cognition for Education. In Denis, P. (Ed.) Encyclopedia of Educational Theory and Philosophy, Phillips. Denis. Sage Publications.
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Johnson-Glenberg. M. C. & Savio-Ramos, C. & Henry, H. (2014). Alien Health: A Nutrition Instruction Exergame Using the Kinect Sensor - FREE ACCESS. Games for Health Journal: Research, Development and Clinical Applications,3, 4,241-251. liebertpub. DOI: 10.1089/g4h.2013.0094.
Johnson-Glenberg. M. C. & Hekler, E. (2013). Alien Health Game: An embodied, exergame to instruct in nutrition and MyPlate. Games for Health Journal: Research, Development and Clinical Applications,2, 6,354-361. liebertpub. DOI: 10.1089/g4h.2013.0057.
Johnson-Glenberg, M. C., & the EGL Lab Group. (2013). Using motion sensing for learning: A serious nutrition game. In R. Shumaker (Ed.): Human Computers and Interactions International VAMR/HCII 2013, Part II, LNCS 8022, . 380–389.Springer-Verlag Berlin Heidelberg.
Johnson Glenberg, M., & Cruse, J. (June, 2012) Serious Games in Technology-enabled Embodied Learning Environments: Two Games for Health with the Kinect. Symposium at Games Learning and Society (GLS). Madison, WI.
Johnson-Glenberg,M. & the EGL Group (Embodied Games for Learning). (April, 2012). Learning in the K-12 Classroom: a Taxonomy. Symposium at the Annual Conference of the American Education Research Association (AERA), Vancouver, British Columbia.
Johnson-Glenberg, M. C., Koziupa, T., Birchfield, D. & Li, K., (2011). Games for Learning in Embodied Mixed-Reality Environments: Principles and Results. Proceedings for Games, Learning, and Society Conference, Madison, WI.
Johnson-Glenberg, M. C., Birchfield, D., Savvides, P., & Megowan-Romanowicz, C. (2011). Semi-virtual Embodied Learning - Real World STEM Assessment. In L. Annetta & S. Bronack (eds.) Serious Educational Game Assessment: Practical Methods and Models for Educational Games, Simulations and Virtual Worlds. pp. 241-258. Rotterdam: Sense Publications. 2010
Birchfield, D., Johnson-Glenberg, M., Savvides, P., Megowan-Romanowicz, C. , Uysal, S. (2010). Design Principles for Embodied Learning in Computer-mediated Environments. AERA 2010 Proceedings.
Birchfield, D., & Johnson-Glenberg, M. C. (2010). A next gen Interface for embodied learning: SMALLab and the geological layer cake. International Journal of Gaming and Computer-mediated Simulation, 2, 1, 49-58.
Johnson-Glenberg, M. C. (2010). Embedded Formative e-Assessment: Who Benefits, Who Falters? Educational Media International, 47, 2, 153-171. 2009
Birchfield, D., Campana, E., Hatton, S., Johnson-Glenberg, M., Kelliher, A., Olson, L., Martinez, C. Savvides, P. & Tolentino, L. (2009). Embodied and mediated learning in SMALLab: A student-centered mixed-reality environment. ACM SIGGRAPH Emerging Technologies, SIGGRAPH '09.
Johnson-Glenberg, M. C., Birchfield, D., & Uysal, S. (2009). SMALLab: Virtual Geology Studies using Embodied Learning with Motion, Sound, and Graphics. Educational Media International, 46, 4, 267-280.
Johnson-Glenberg, M. C., Birchfield, D., Megowan-Romanowicz, C., Tolentino, L., & Martinez, C. (2009). Embodied Games, Next Gen Interfaces, and Assessment of High School Physics. International Journal of Learning and Media,1, 2.
Kelliher, A. Birchfield, D. Campana, E. Hatton, S. Johnson-Glenberg, M., Martinez, C. Olson, Savvides, P. & Tolentino, L. (2009). SMALLab: A mixed-reality environment for embodied and mediated learning, Proceedings of the 2009 ACM Multimedia Conference, with Co-located Workshops and Symposiums 2009;1029-1031.
Tolentino, L., Birchfield, D.,Megowan-Romanowicz, C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C.(2009). Teaching and learning in the mixed-reality science classroom. Journal of Science Education and Technology. 18, 6, 501-517. DOI: 10.1007/s10956-009-9166
Two embodied gears games were created. Better learners should use fewer gear switches to reflect their knowledge. Twenty–three 7th graders, playing as dyads, used gestures to manipulate virtual gears. The Kinect sensor tracked arm-spinning movements and switched gear diameters. Knowledge tests were administered. Statistically significant knowledge gains were seen. For Game 1 (gearspun one direction),switching significantly predicted only pretest knowledge. For Game 2 (gear spun two directions) switching was also negatively correlatedwith both tests. For game 2, thosewho used fewerswitches during gameplay understood the construct betterscoring higher on both tests. Dyadic analysesrevealed thewinner used significantly fewer switches. In-process data can provide a window onto knowledge as it is being encoded. However, games should stay within the learner’s ZPD, because if the game is too easy (Game 1), meaningful data may be difficult to gather. The use of in ludo data from games with high sensitivity may attenuate the need for repetitive traditional, post-intervention tests.