Mina C Johnson‐Glenberg
Biographic Data
| ID | 5807150 |
|---|---|
| NAME | Mina C Johnson‐Glenberg |
| GIVEN NAMES | Mina C |
| FAMILY NAME | Johnson‐Glenberg |
| SIGNATURE | GLENBERG M C J |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0003-0941-3744 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The additive effects of interactivity, immersion, and eudaimonia for stress reduction and mood management: A randomized controlled study on games and virtual reality
STEM learning, science identity and immersivity: Giant screen films comparing 2D, 3D, and dome formats including a videogame assessment
Multiple assessments, including a novel videogame methodology, were used to understand how viewing a Giant Screen film in four different formats affected both science identity associated with liking science and desire to be a scientist, and learning gains on STEM content. Participants were 406 5th graders who were randomly assigned to watch the 45-min film called Amazon Adventure in either a (1) 2D Small Screen, (2) 2D Giant Flat Screen, (3) 3D G…
Promoting musical instrument learning in virtual reality environment: Effects of embodiment and visual cues
Interactive CovidCampus Simulation Game: Genesis, Design, and Outcomes
We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were ana…
Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion
This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second ses…
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences
Experiences in immersive 3D virtual reality (VR) are more presence‐inducing, and so it may be tempting to claim that content will be learned better in VR. This randomized control trial study on natural selection challenges that assumption. This study answers the question of whether learning STEM in an immersive 3D VR environment is always superior to learning via a 2D monitor (PC). This is a 2 × 2 × 3 design. The first factor is platform immersiv…
Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls
This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: 1) the sensation of presence, and 2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded …
When winning is losing: A randomized controlled trial testing a video game to train food-specific inhibitory control
Collaborative embodied learning in mixed reality motion-capture environments: Two science studies.
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies…
Emboldened by Embodiment: Six Precepts for Research on Embodied Learning and Mixed Reality
The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new techn…
Emboldened by Embodiment: Six Precepts for Research on Embodied Learning and Mixed Reality
The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new techn…
When winning is losing: A randomized controlled trial testing a video game to train food-specific inhibitory control
Emboldened by Embodiment: Six Precepts for Research on Embodied Learning and Mixed Reality
The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as mixed reality (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent research supports the idea that body activity can be an important catalyst for generating learning, and new techn…
Collaborative embodied learning in mixed reality motion-capture environments: Two science studies.
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies…
Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls
This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: 1) the sensation of presence, and 2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded …
When winning is losing: A randomized controlled trial testing a video game to train food-specific inhibitory control
Interactive CovidCampus Simulation Game: Genesis, Design, and Outcomes
We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were ana…
Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion
This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second ses…
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences
Experiences in immersive 3D virtual reality (VR) are more presence‐inducing, and so it may be tempting to claim that content will be learned better in VR. This randomized control trial study on natural selection challenges that assumption. This study answers the question of whether learning STEM in an immersive 3D VR environment is always superior to learning via a 2D monitor (PC). This is a 2 × 2 × 3 design. The first factor is platform immersiv…
STEM learning, science identity and immersivity: Giant screen films comparing 2D, 3D, and dome formats including a videogame assessment
Multiple assessments, including a novel videogame methodology, were used to understand how viewing a Giant Screen film in four different formats affected both science identity associated with liking science and desire to be a scientist, and learning gains on STEM content. Participants were 406 5th graders who were randomly assigned to watch the 45-min film called Amazon Adventure in either a (1) 2D Small Screen, (2) 2D Giant Flat Screen, (3) 3D G…
Promoting musical instrument learning in virtual reality environment: Effects of embodiment and visual cues
The additive effects of interactivity, immersion, and eudaimonia for stress reduction and mood management: A randomized controlled study on games and virtual reality
Computer Science (10 works) · Psychology (9 works) · Virtual Reality Applications and Impacts (8 works) · Human–computer interaction (7 works) · Multimedia (6 works) · Virtual reality (6 works) · Embodied cognition (5 works) · Artificial Intelligence (4 works) · Educational Games and Gamification (4 works) · Action Observation and Synchronization (3 works)