Robb Lindgren
Biographic Data
| ID | 886819 |
|---|---|
| NAME | Robb Lindgren |
| GIVEN NAMES | Robb |
| FAMILY NAME | Lindgren |
| SIGNATURE | LINDGREN R |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-5366-3196 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources
The present investigation adopts an embodied cognition perspective to characterize students' learning interactions between gesture and haptic experience. Haptic technologies have emerged as a promising approach to science learning because they can simulate physical forces that students would otherwise not experience. Student‐generated gestures complement haptic technology by offering insight into students' embodied understandings of physical forc…
Methodological challenges and insights for researching embodied learning in museums
Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically r…
Can you see Orion: Knowledge construction and collaborative discourse while problem solving with virtual reality
Immersive technologies have the potential to play unique roles in the collaborative problem-solving process. To advance research in these contexts, new methods of documenting group collaboration with technology are necessary. The goal of this paper is to develop and utilize a coding scheme that enables investigation of the nature of collaborative interactions within the context of a shared virtual reality (VR) and tablet computer astronomy simula…
Viewpoint, embodiment, and roles in STEM learning technologies
Learning and transfer effects of embodied simulations targeting crosscutting concepts in science
“I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction
Constructing causal mechanistic explanations of observable phenomena is a key science practice that is often challenging for students as most mechanisms involve interactions of unobservable entities and activities. In this study, we examined how gesturing with a computer simulation that depicts the molecular mechanism of thermal conduction supported middle‐school students in constructing causal mechanistic explanations. We designed a gesture‐augm…
Enhancing learning and engagement through embodied interaction within a mixed reality simulation
Empowering Digital Interactions with Real World Conversation
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…
Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks
The rapidly increasing presence of digital video recordings and new communication capacities on the Internet has created new possibilities for collaboration in behavioral science research. Unfortunately, digital video has so far proven to be an unnatural medium for collaborative activity due to a lack of adequate tools that support joint analysis of a shared video record. We describe seven socio-technical design challenges that face what we term …
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…
Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks
The rapidly increasing presence of digital video recordings and new communication capacities on the Internet has created new possibilities for collaboration in behavioral science research. Unfortunately, digital video has so far proven to be an unnatural medium for collaborative activity due to a lack of adequate tools that support joint analysis of a shared video record. We describe seven socio-technical design challenges that face what we term …
Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks
The rapidly increasing presence of digital video recordings and new communication capacities on the Internet has created new possibilities for collaboration in behavioral science research. Unfortunately, digital video has so far proven to be an unnatural medium for collaborative activity due to a lack of adequate tools that support joint analysis of a shared video record. We describe seven socio-technical design challenges that face what we term …
Empowering Digital Interactions with Real World Conversation
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…
Enhancing learning and engagement through embodied interaction within a mixed reality simulation
“I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction
Constructing causal mechanistic explanations of observable phenomena is a key science practice that is often challenging for students as most mechanisms involve interactions of unobservable entities and activities. In this study, we examined how gesturing with a computer simulation that depicts the molecular mechanism of thermal conduction supported middle‐school students in constructing causal mechanistic explanations. We designed a gesture‐augm…
Viewpoint, embodiment, and roles in STEM learning technologies
Learning and transfer effects of embodied simulations targeting crosscutting concepts in science
Methodological challenges and insights for researching embodied learning in museums
Embodied learning is a nascent term drawing on theories emphasising the role of the body, and body-based interaction in knowledge creation. Whilst embodied learning research has articulated pedagogical and design implications which resonate with museum practice and emphasis on hands-on approaches, translation between embodied learning research and everyday practice is limited. A key challenge is conducting research that is both methodologically r…
Can you see Orion: Knowledge construction and collaborative discourse while problem solving with virtual reality
Immersive technologies have the potential to play unique roles in the collaborative problem-solving process. To advance research in these contexts, new methods of documenting group collaboration with technology are necessary. The goal of this paper is to develop and utilize a coding scheme that enables investigation of the nature of collaborative interactions within the context of a shared virtual reality (VR) and tablet computer astronomy simula…
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources
The present investigation adopts an embodied cognition perspective to characterize students' learning interactions between gesture and haptic experience. Haptic technologies have emerged as a promising approach to science learning because they can simulate physical forces that students would otherwise not experience. Student‐generated gestures complement haptic technology by offering insight into students' embodied understandings of physical forc…
Computer Science (9 works) · Embodied cognition (7 works) · Human–computer interaction (6 works) · Psychology (6 works) · Artificial Intelligence (5 works) · Virtual Reality Applications and Impacts (5 works) · Artificial Intelligence (4 works) · Educational Games and Gamification (4 works) · Multimedia (4 works) · Sociology (4 works)