CETA: designing mixed-reality tangible interaction to enhance mathematical learning

Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services Pub Date : 2017-09-04 DOI:10.1145/3098279.3098536

Sebastián Marichal, A. Rosales, Fernando González Perilli, A. Pires, Ewelina Bakala, Gustavo Sansone, J. Blat

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引用次数: 30

Abstract

The benefits of applying technology to education have been often questioned. Learning through digital devices might imply reducing the children's physical interaction with the real world, when cognitive theories hold that such interaction is essential to develop abstract concepts in Mathematics or Physics. However, conflicting reports suggest that tangible interaction does not always improve engagement or learning. A central question is how cognitive theories can be successfully applied to the design of interactive systems in order to achieve enhanced learning experiences. In this paper we discuss the interaction design of a mixed-reality system for mathematics learning for school-aged children. Our design approach combines inspiration from previous frameworks with a user-centered design process with early prototype evaluations. As a result of this process we have created a mixed-reality environment for low-cost tablets and an augmented version of the Cuisenaire rods, a milestone of the manipulatives for mathematics learning.

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CETA:设计混合现实有形交互以增强数学学习

将技术应用于教育的好处经常受到质疑。通过数字设备学习可能意味着减少儿童与现实世界的物理互动，而认知理论认为这种互动对于发展数学或物理中的抽象概念至关重要。然而，相互矛盾的报告表明，有形的互动并不总是能提高参与度或学习效果。一个核心问题是如何将认知理论成功地应用于交互系统的设计中，以实现增强的学习体验。本文讨论了一个用于学龄儿童数学学习的混合现实系统的交互设计。我们的设计方法结合了以前框架的灵感，以用户为中心的设计过程和早期的原型评估。在这个过程中，我们为低成本的平板电脑和增强版的Cuisenaire棒创造了一个混合现实环境，这是数学学习的一个里程碑。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services

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