Games for Learning in Embodied Mixed-Reality Environments

Mixed-reality learning platforms are coming of age. We review several studies that demonstrate increased learning when students are in embodied, mixed-reality environments compared to learning in regular instruction environments where teacher and content are held constant. Two scenarios are described in-depth and a set of gesture-based design principles is presented. Embodied, mixed-reality environments can support significant gains in learning because multiple sensori-motor systems are activated when learning. In addition, classroom discourse is more focused in these collaborative environments and language may serve as a mediating variable for change.