Making Ar and Vr Shareable: Mirroring as a Coordination Artefact

Abstract

AR/VR research in mathematics education has highlighted new possibilities for embodied interaction with mathematical objects. Less is known about how collaboration is organised in asymmetric classroom settings where only one student has immersive access to AR/VR and peers rely on a mirrored display. This qualitative case study examines mirroring, the real-time projection of the headset user’s view onto a shared screen, in a Grade 8 task on translations in the prototype Transforming Math (TM). Data were analysed through multimodal semiotic analysis grounded in the semiotic bundle to trace joint attention and joint action. Findings shows that mirroring stabilises shared referents, enables request, execution – monitoring - coordination, supports conjecture checking, and fosters shared semiotic resources.

Keywords

MirroringAugmented Realitysemiotic bundlejoint attentionjoint action

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