Designing for Embodied Sense-making of Mathematics: Perspectives on Directed and Spontaneous Bodily Actions
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Date
2024-07
Publication Type
Conference Paper
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yes
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Abstract
While mathematics is conventionally viewed as an abstract discipline, contemporary perspectives on embodied cognition underscore the signifcance of integrating students’ bodily experiences into the learning process. However, the efcacy of embodied learning activities, as compared to traditional methods, remains under scrutiny. We argue that both directed and spontaneous bodily actions should be considered when designing embodied learning activities, and explore such bodily actions through two studies. A quantitative user study involving directed bodily actions in Virtual Reality and on tablet reveals vr’s support for math-anxious and body-aware learners, and distinct movement patterns related to varying mathematical abilities. A subsequent qualitative analysis identifes key characteristics of spontaneous bodily actions, namely coarseness, muscle tension, repetitions, anchors, perspective, and metaphors. Derived from both studies, we propose design recommendations, advocating for expanded embodied interaction design, consideration of embodied metaphors, coarse gesturing for deep features identifcation, supporting of sense-making anchors, and in-vr learning assessments.
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published
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Book title
DIS '24: Proceedings of the 2024 ACM Designing Interactive Systems Conference
Journal / series
Volume
Pages / Article No.
3318 - 3335
Publisher
Association for Computing Machinery
Event
2024 ACM Designing Interactive Systems Conference (DIS 2024)
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Methods
Software
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Date collected
Date created
Subject
Embodied interaction; Embodied cognition; Embodiment; Mathematics education; Virtual reality; problem solving followed by instruction; Human-centered computing; Human computer interaction (HCI); Empirical studies in HCI; Virtual reality
Organisational unit
09590 - Kapur, Manu / Kapur, Manu
08698 - Game Technology Center (GTC)
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Is part of: 10.1145/3643834