The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index; 2 of the 13 sources its claims cite were checked for support.
Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment
Open accessAbstract
Beginning from the assumption that young children (ages 6-8) are capable of reasoning about complex phenomena [12], we set out to better understand dimensions of the Science through Technology Enhanced Play environment that provided support for children to learn about relationships between multiple levels of an emergent phenomenon [23] states of matter. We conducted interactional analysis [15] of several moments in two classrooms as students developed and refined understanding of rules that connect micro behavior of particles of water to macro understanding about states of matter. We argue that central to students' disciplinary work were (1) multiple forms of agency negotiated within the STEP environment that were deeply intertwined with (2) students' embodiment. Agency and embodiment both supported students' consensus understanding of relationships between levels of the states of matter phenomenon (3) through students' joyful and playful collaborative work. We examine several episodes in detail to explore these findings.
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Claims the paper makes
41 Own interpretation · 36 Own result · 6 No full text of the sources · 2 Sources not found · 1 Supported · 1 Partly supported · 1 Not checked yet · 1 No basis given · accuracy not yet measured
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Students were not initially taught rules that describe states of matter.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > STEP ENVIRONMENT
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For instance, the particles' agency over their own embodiment shifted as the class moved from exploratory play of particles, where particles could selfdirect their activity, to the testing of a particular rule, where a director, Brandon, determined particles' activity.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Following his utterance, particles who had been embodying several small and independent patterns organized together to collectively stand still to make solid.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, there was a shift in agency and embodiment as a result of Brandon's direction.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Instead, students developed their own ideas and consensus rules through playful embodiment, excited observations, and early expressions of their initial learning through gesture [13].”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > STEP ENVIRONMENT
What the sources say
- Not checked — no full text of the sourcecites [13] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Young children aged 6 to 8 are capable of reasoning about complex phenomena.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Particles were involved in this shift in agency by allowing directors to direct as they disciplined their own and each other's bodies to collectively make white by standing still.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While acting as a director, Brandon's discovery of the state-meter led to a cascade of excitement throughout the class.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Positive Affect
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We examined the development of an idea about a pattern-holding hands while walking slowly in a circle-as it developed over two days into a consensus rule for making blue (Figure 8).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Liquid Blue
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Young children aged 6 to 8 are capable of reasoning about complex phenomena.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In trying to better understand why students in these classrooms were able to develop understanding of this complex phenomenon, we found agency, embodiment, and affect were interwoven.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Agency, Embodiment, & Affect in Disciplinary Work
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The adults also showed positive affective responses despite the teacher's implied desire for students to try something else.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 23
- Probably not a substantial claim. 17
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Reasoning with the body from a first-person perspective has proven powerful in science contexts [20] and out of science contexts [18], in part for the same reason that the body functioned as such a powerful resource in STEP.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Embodiment
What the sources say
- Not checked — no full text of the sourcecites [20] source
- Partly supportedcites [18]Experimental — accuracy not yet measured
The Results (section 6; page unavailable) describe an interactive art mural controlled by visitors’ positions, supporting an example of bodily interaction outside science. They do not establish that participants reasoned from a first-person perspective or that doing so proved powerful. (LLM, conf=0.78)
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
Every source the paper cites for this claim was checked and supports it.
In the paper
“We believe that student agency is critical to all learning environments, but especially play-based simulations (see [2] for a deep reflection on this topic).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Agency
What the sources say
- Supportedcites [2] source
The citation is offered for a reflection on student agency, rather than as proof of the citing authors’ stated belief about every learning environment. In “Transformational Play” (p. 9), the paper describes learners as central participants whose choices affect the game world; the Conclusions (p. 36) emphasize players’ involvement, ownership, and responsibility in pedagogical dramas. (LLM, conf=0.87)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Bethany and Sarah had been moving in a particle hug-a formation where students stand close to each other or hug one another (Figure 4), causing STEP to track them as one body and therefore one particle.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Within 10 seconds, students' interactions demonstrated they had noticed it.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this classroom, the shift occurred directly after the introduction of the state-meter by Brandon to the rest of the class, and was adopted by all students.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In line 6 the teacher suggested that students look at the statemeter to confirm or disprove that their strategy was successful in making blue.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this sequence, the state-meter had already been introduced by the teacher during a discussion.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Liquid Blue
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We traced students' ideas about these relations as they excitedly tested (and retested) those rules using STEP technology (e.g., tracking, project, and tools like the state-meter) and defined their own markers of success (e.g., making lots of liquid, becoming one particle) while engaged in playful exploration (e.g., particle hug).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As other students continued their free exploration of how to make liquid, Jesse walked out of the space to the back of the room (line 4) to review the documentation of rules for making liquid.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“notes on holding hands and walking in a circle (underlined in blue) as it related to blue dots, and later a notation that these might be liquid (added in blue marker).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
hedgedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Within the particle hug the state-meter encouraged collaborative, playful testing and was used as a tool for supporting Kay's claim that by making fewer particles it might be easier to make liquid particles.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students were free to continue to direct their own activity (continued to have agency) as all parties enjoyed their work.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Positive Affect
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the start, the teacher and researcher (David) provided a suggestion to think about past methods used to create liquid (lines 1 & 2).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We also found a shift in the roles for teacher and students; all students were assigned the role of particles.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Liquid Blue
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, the first classroom had students take on the role of a director, which influenced how students playing as particles acted in the tracking space.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We found that the STEP environment supported multiple forms of agency for students and that agency was embodied in a most essential way-through students directing their own bodies and the bodies of others in playful activity.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Agency
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Students' observable bodily actions and verbalizations are valid indicators of their agency, embodiment, and affect.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In line 8 Jesse, a new student who had not yet joined the particle-hug, used the state-meter to affirm the hug was working to create blue.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Although the Framework for K-12 Science Education [6] does not suggest first and second grade students should learn about the relationship between particle behavior and states of matter, we found that STEP supported students to develop rules that accurately represented science understanding about this emergent phenomenon.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Agency, Embodiment, & Affect in Disciplinary Work
What the sources say
- Not matchedcites [6]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The excitement of noticing the statemeter was not only shared with Brandon's peers, but encouraged through the teacher's enthusiastic urge to share in his discovery.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Positive Affect
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, students were clearly enjoying themselves and showing a positive affective response as they engaged in testing the particle hug.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, students continued to hug and the teacher allowed them to pursue their inquiry without intervening.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This excitement spread among the rest of the class and ultimately shifted from free exploration by particles to testing of a consensus rule.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Positive Affect
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the moment when all students squeezed together both the teacher and a researcher laughed.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Shortly after, a student responded by leaving the tracking space to reference the recorded documentation from the prior day's work.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although Jesse left the tracking space, he continued to play his role as a particle throughout the sequence; rather than asking his peers to hold hands, he requested that everybody should hold my hands and held his hands out to others.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We believe this approach lends itself to opportunities for students to engage in science through embodiment, thereby supporting young children's understanding of complex systems.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > STEP ENVIRONMENT
hedgedconditionaln = 26- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
- The authors state this as an assumption: Young children aged 6 to 8 are capable of reasoning about complex phenomena.
In the paper
“Following the identification of these episodes, we analyzed each following the tradition of Interaction Analysis [15].This included creating transcripts, analyzing each line-byline, characterizing each turn, and developing an understanding of patterns across episodes.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Analysis Process
What the sources say
- Not checked — no full text of the sourcecites [15] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Affect is not merely an issue of motivation, but is central to the disciplinary work of science itself [14].”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > EMBODIMENT, AGENCY, AND POSITIVE AFFECT IN SOCIODRAMATIC PLAY FOR SCIENCE
What the sources say
- Not checked — no full text of the sourcecites [14] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, they were all critical in students' work to link colors of particles to states of matter, reflecting students' development of a shared understanding of the relationship between particle motion and color (standing still to make white) and the resulting state of matter (making solid), and meeting the central goal of these lessons.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Young children aged 6 to 8 are capable of reasoning about complex phenomena.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perhaps because Kay's claim was aligned with their present task, more students joined in the collective action.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
hedgedconditionalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The state-meter was a critical tool because it verified the particle hugging method to students who did not initially join,` leading to a growing collaboration that led to all students participating in the particle hug (Figure 13).”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the particle hug, during a time when no students were taking on the role of director, agency was distributed among students playing as particles; no one student directed all others into the hug method.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These rules in turn were the central means by which students understood micro-to-macro relations between particle behavior and states of matter; that is to say, students' personal experiences embodying particles provided a basis for reasoning about relations between multiple levels of the emergent phenomenon of states of matter.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Embodiment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We view this collective agency as an embodied negotiation between student particles and student directors, constrained by the roles of sociodramatic play, but nonetheless requiring interactional negotiations.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Agency
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The lack of student directors also led to more consistent playful, exploratory moments rather than testing of an established consensus rule, as well as searches by students for sources of authority to direct each other.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Liquid Blue
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Due to this ambiguity of method, and a lack of students in the director role, students activated their own agency as they collectively decided how to achieve the desired state.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“His adoption of agency is demonstrated through his directive statement in line 11.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
boosteddirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Using the body both nudges students automatically toward involvement in the learning process and allows students to see themselves as agents within the focal concept.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Embodiment
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The authors state this as an assumption.
Young children aged 6 to 8 are capable of reasoning about complex phenomena.
“Beginning from the assumption that young children (ages 6-8) are capable of reasoning about complex phenomena [12], we set out to better understand dimensions of the Science through Technology Enhanced Play environment that provided support for children to learn about relationships between multiple levels of an emergent phenomenon [23]states of matter.”
The paper relies on this without support.
Students' observable bodily actions and verbalizations are valid indicators of their agency, embodiment, and affect.
“We found that the STEP environment supported multiple forms of agency for students and that agency was embodied in a most essential way-through students directing their own bodies and the bodies of others in playful activity.”
The paper relies on this without support.
The state-meter accurately represents the simulated particle states and provides a valid gauge of whether students' actions produce the intended state of matter.
“The state-meter was a critical tool because it verified the particle hugging method to students who did not initially join,` leading to a growing collaboration that led to all students participating in the particle hug (Figure 13).”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Liquid Blue
“6 Leon raises her arm and points to state-meter again.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Introduction of the state-meter: "Everybody look at that!"
“Leon ran from having his shoe tied by a researcher to standing immediately next to the screen”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
“His adoption of agency is demonstrated through his directive statement in line 11.”
§ Agency, Embodiment, & Affect During Play in a Mixed-Reality Learning Environment > Checking documentation to provide direction: "Everybody hold my hands!"
“10 Jesse: Hold! my hands everybody!11 David: You're doing a pretty good job, there's a lot of liquid.”
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Cited by
Sorted by citations
A systematic review of the current state of collaborative mixed reality technologies: 2013–2018
de Belen, R. A. J., Nguyen, H. N., Filonik, D., Favero, D. D., Bednarz, T. P., & 2 CSIRO Data61, A. T. P. (2019) · AIMS Electronics and Electrical Engineering · doi:10.3934/electreng.2019.2.181 · Cited by 114
Extended Reality (XR) in Virtual Laboratories: A Review of Challenges and Future Training Directions
Alnagrat, A. J. A., Ismail, R. C., & Idrus, S. Z. S. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1874/1/012031 · Cited by 58
“…Augment physical objects to provide richer digital information [35] Role-play or participatory simulation as part of the target knowledge [36]–[40] Embedding interactive agent in XR to promote Social-Emotional Learning (SEL) [41], [42] Afford learner control and agency through XR controller,…”
BackgroundLanouette, K. (2022) · Science Education · doi:10.1002/sce.21702 · Cited by 58
Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry
DeLiema, D., Enyedy, N., & Danish, J. A. (2019) · Journal of the Learning Sciences · doi:10.1080/10508406.2019.1675071 · Cited by 36
“( See Keifert et al., 2017 for an account of one more role — the director — that emerged in some STEP activities).”
BackgroundSelf-citationYang, K. B., Zhou, X., & Radu, I. W. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2010.13779 · Cited by 20
“For example, for the education setting, the reviewed work span from informal learning [42, 48, 55, 64, 67, 83, 84, 103]to formal learning [45, 46, 53, 54, 65, 85], the target learners age range from K-12 children [45, 53, 54, 66, 67, 85, 98] to college students in higher ed settings or other adults…”
BackgroundThe Role of Learning Theory in Child-Computer Interaction - A Semi-Systematic Literature Review
Eriksson, E. W., Baykal, G. E., & Torgersson, O. (2022) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3501712.3529728 · Cited by 25
Embodied interactions in a science museum
Shaby, N., & Vedder‐Weiss, D. (2021) · Science Education · doi:10.1002/sce.21666 · Cited by 23
Viewpoint, embodiment, and roles in STEM learning technologies
Lindgren, R., & DeLiema, D. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10101-3 · Cited by 16
“…interactions through avatars), on the other hand, has the potential to leverage social and emotional processes of learning (Barsalou et al., 2003) such as creating embodied contexts that elicit agency (Keifert et al., 2017) or cultivate inquiry practices (Nelson et al., 2005; Price et al., 2009).”
BackgroundSelf-citationYu, J., Xu, T., Kelley, C., Ruppert, J., & Roque, R. V. (2024) · Review of Educational Research · doi:10.3102/00346543241248464 · Cited by 12
“…et al., 2012, 2015) State of matter and particle behaviors (Danish et al., 2015; Davis et al., 2019; DeLiema et al., 2016, 2019; Georgen, 2019; Keifert et al., 2017, 2020; Tu et al., 2020) Energy concepts (Johansson et al., 2011) Biology ( N = 5) Animal behaviors (Facer et al., 2004; Gnoli et…”
Digital nudges: a systematic narrative review and taxonomy
Duane, J.-N., Ericson, J. D., & McHugh, P. J. (2024) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2440116 · Cited by 15
“Within XR, the focus lies on investigating how mixed (physical and digital) environments are constructed and their effects on the dynamics of collaboration (Galimberti et al. 2020; Keifert et al. 2017).”
DeLiema, D., Enyedy, N., Steen, F. F., et al. (2021) · Cognition and Instruction · doi:10.1080/07370008.2021.1928133 · Cited by 8
“Part of the larger Science through Technology Enhanced Play (STEP) design-based research project (Danish et al., 2020; DeLiema et al., 2019; Keifert et al., 2017), 1st and 2nd graders learned about bees by playfully embodying their first-person viewpoint.”
BackgroundSelf-citationInstructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower
Dahn, M., Lee, C., Enyedy, N., & Danish, J. A. (2021) · Smart Learning Environments · doi:10.1186/s40561-021-00156-9 · Cited by 10
“In this paper, we show instructional improv in action through an example of a play-based science inquiry activity as part of the Science through Technology Enhanced Play (STEP) project (Danish et al., 2015; Keifert et al., 2017).”
BackgroundMethodInfluentialSelf-citationExploring Embodied Learning for Early Childhood Education
Voillot, M., Bevilacqua, F. P., Chevrier, J., et al. (2019) · doi:10.1145/3311927.3325347 · Cited by 7
Chen, J., Zhao, L., Li, Y., et al. (2024) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642043 · Cited by 6
Lanouette, K. (2024) · Science Education · doi:10.1002/sce.21931 · Cited by 6
Immersive Media Design and Children
Sobel, K., Takeuchi, L. M., Castaneda, L. M., et al. (2019) · doi:10.1145/3311927.3325163 · Cited by 3
Kleinman, E., Jahani, R., McGivney, E., Kosa, M., Cooper, S., & Harteveld, C. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713811 · Cited by 3
“XRLE designers should consider ways learners can make decisions about when they want to pause and reflect, or whether they want the system to determine the prompting, an approach to agency that has not been extensively explored in the XRLE context [39, 104].”
Chen, M. (2022) · Interaction Design and Children · doi:10.1145/3501712.3535294 · Cited by 2
“The application of embodiment gives opportunities for students to engage in sense-making as they work through goal-oriented tasks [10, 13].”
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Self-citationTheatre of the Tech-Oppressed: Exploring Algorithmic Injustice Through Participatory Performances
Babai, N., Durall, E., Iivari, N., Kinnula, M., & Iversen, O. S. (2026) · Participatory Design Conference · doi:10.1145/3796624.3796649 · Cited by 1
Creating Personas of Parents of Young Children Based on Balancing Priorities
Currin, F. H., & Hourcade, J. P. (2024) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3628516.3655790 · Cited by 1
“Mobile and computer apps, tangibles, and conversational agents have been designed to help children develop skills in traditional educational domains such as reading (3.2) (e.g., [73, 79, 117]), math (3.3) (e.g., [32, 83, 98]), and science (3.4) (e.g., [60, 62, 65]).”
BackgroundInfluentialEmotion as Identity Work in Children's Data Modeling Practices: A Response to Lanouette
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Keifert, D. T. (2018)
Self-citationSensing the City: A Creative Data Literacy Perspective
Weibert, A., & Krüger, M. (2023) · Springer eBooks · doi:10.1007/978-3-031-30808-6_3
Supporting Children's Collective Transformative Agency in Child-Computer Interaction ResearchPreprint
Shokeen, E., Iivari, N., Iversen, O. S., Dindler, C., Ventä-Olkkonen, L., Sharma, S., Holappa, J., & Hartikainen, H. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5271217
Zhao, Y., Liang, J., & Hui, P. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-30408-7_16
Metadata
- Authors
- Keifert, D., Lee, C., Dahn, M., Illum, R., DeLiema, D., Enyedy, N., & Danish, J.
- Affiliations
- University of California, Los Angeles (US)
- University of California, Berkeley (US)
- Indiana University Bloomington (US)
- Venue
- Proceedings of the 2017 Conference on Interaction Design and Children
- Publisher
- ACM
- Published
- 2017-06-27
- Pages
- 268-277
- OpenAlex
- W2686682249
- Cited by
- 27
- References
- 24
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 5 · 2023: 1 · 2022: 5 · 2021: 4 · 2020: 1 · 2019: 4 · 2018: 1
- FWCI
- 10.01
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- ACM International Conference on Interaction Design and Children (IDC) (publishedVersion)
- Funders
- National Science Foundation (DRL-0733218, IIS-1522945, IIS- 1628918, IIS-1323767)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- agency, embodiment, affect, play-based learning, mixed reality, states of matter, emergence, cooperative learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-05, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-05 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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