2026-09-22T08:53:56Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129408 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Casey Smith, accepted the attached license on 2025-04-17 at 10:14. The student, Casey Smith, submitted this Dissertation for approval on 2025-04-17 at 10:21. This Dissertation was approved for publication on 2025-04-17 at 16:03. DSpace SAF Submission Ingestion Package generated from Vireo submission #21820 on 2025-10-19 at 18:18:25 Remote embodiment for augmented collaborative help (REACH): Supporting distributed maker communities Smith, Casey James 2025-04-17 Tissenbaum, Mike Tissenbaum, Mike Lindgren, Robb Mercier, Emma Hathaway Goldstein, Molly Maker Education Computing Education, Collaboration Physically Distributed Learning Divergent Collaborative Learning Mechanisms eng Based in constructivist and socio-cultural learning theories, Makerspaces support learners in communities of practice as they construct knowledge through shared work and construction of personally meaningful artifacts. However, uneven access to support from mentors and peers can make participation in maker activities challenging. Aiming to expand the benefits of co-located making to provide maker support at a distance, the three studies presented in this dissertation investigate extended and augmented (XR & AR) remote making interactions using a camera-projector device, REACH (Remote Embodiment for Augmented Collaborative Help) that merges local and remote workspaces for joint work. By projecting artifacts for shared viewing and gesturing, REACH enables mentors and student peers to engage in real-time discussions, adjustments, and exploration of artifacts, supporting cognitive and communication processes without a shared physical space. This gesture-driven collaboration model facilitates just-in-time support, allowing mentors and peers to provide guidance, scaffolding, and feedback in ways that mimic the dynamics of in-person maker interactions. Through this approach, REACH outlines the ways in which XR & AR applications can bridge the gap between in-person and remote mentorship and peer collaboration, ensuring that learners in distributed makerspaces have access to the support they need to engage in meaningful, technology-enhanced making experiences. 2025-05 Thesis https://hdl.handle.net/2142/129408 Copyright 2025 Casey Smith Curriculum and Instruction Curriculum and Instruction University of Illinois Urbana-Champaign Ph.D. Dissertation