This paper explores the affordances of virtual reality (VR) simulations for facilitated model-based reasoning. Thirty-four undergraduate students engaged with simulated scientific models in head-mounted displays and their facilitator in a co-located mixed-presence configuration. We coded the facilitator--participant interactions using the…

This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical…

We investigated how families experienced immersion as they collaboratively made sense of geologic time and geoscience processes during a place-based, learning-on-the-move (LOTM) experience mediated by a mobile augmented reality (MAR) app. Our team developed an MAR app, "Time Explorers," that focused on how rock-water interactions shaped…

While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied…

By adopting a situated and interactional approach, we explore students' immersive VR experiences as resources for collaborative meaning making and learning. We draw on data from a project in which teachers and researchers co-developed a learning design for upper secondary students involving immersive VR technology. In this learning design,…