論文アブストラクト：Wearable sensing poses new opportunities to enhance personal connections to learning and authentic scientific inquiry experiences. In our work, we leverage the body and physical action as an engaging platform for learning through live physiological sensing and visualization (LPSV). Prior research suggests the potential of this approach, but was limited to single-session evaluations in informal environments. In this paper, we examine LPSV tools in a classroom environment during a four-day deployment. To highlight the complex interconnections between space, teachers, curriculum, and tool use, we analyze our data through the lens of Activity Theory. Our findings show the importance of integrating model-based representations for supporting exploration and analytic representations for scaffolding scientific inquiry. Activity Theory highlights leveraging life-relevant connections available within a physical space and considering policies and norms related to learners' physical bodies.
生体生理学的センシングと視覚化（learning through live physiological sensing and visualization : LPSV）を通じて学習するための魅力的なプラットフォームとして、身体的および肉体的な行動を利用する。