This paper proposes the Learning in Embodied Activity Framework (LEAF) which aims to synthesize across individual and sociocultural theories of learning to provide a more robust account of how the body plays a role in collaborative learning, particularly when students are learning about a collective phenomenon where coordination between and across students is important to their learning. To demonstrate the uses and limits of LEAF, we apply it to data from several iterations of the Science through Technology Enhanced Play (STEP) project. This project involved first and second-grade students using an embodied, mixed-reality simulation to learn about the particulate nature of matter. We use data from this project to demonstrate the ways in which students’ embodied actions serve as a resource in understanding their embodied activity both individually and collectively. We demonstrate how both dimensions provide insight into student cognition and learning. Supported by this analysis, we present LEAF as a useful tool to help researchers, designers, and instructors thoughtfully design collective activities.

中文翻译：

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体现活动框架中的学习：体现认知的社会文化框架

本文提出了“学习性活动学习框架”（LEAF），旨在综合个人和社会文化的学习理论，以更全面地说明身体在协作学习中的作用，特别是当学生正在学习集体现象时，学生之间和学生之间的协调对他们的学习很重要。为了演示LEAF的用途和局限性，我们将其应用于《科学》通过技术增强游戏（STEP）项目进行的多次迭代中的数据。该项目涉及一年级和二年级学生，他们使用一种体现形式的混合现实模拟来了解物质的颗粒性质。我们使用来自该项目的数据来说明学生的具体行为作为一种资源，以一种方式来单独或集体地理解他们的具体活动。我们展示了这两个维度如何提供对学生认知和学习的洞察力。在此分析的支持下，我们提出了LEAF，这是一种有用的工具，可以帮助研究人员，设计师和讲师周到地设计集体活动。