Opportunities and Challenges of Bodily Interaction for Geometry Learning to Inform Technology Design

IF 2.4 Q3 COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE Multimodal Technologies and Interaction Pub Date : 2018-07-09 DOI:10.3390/MTI2030041
S. Price, S. Duffy
{"title":"Opportunities and Challenges of Bodily Interaction for Geometry Learning to Inform Technology Design","authors":"S. Price, S. Duffy","doi":"10.3390/MTI2030041","DOIUrl":null,"url":null,"abstract":"An increasing body of work provides evidence of the importance of bodily experience for cognition and the learning of mathematics. Sensor-based technologies have potential for guiding sensori-motor engagement with challenging mathematical ideas in new ways. Yet, designing environments that promote an appropriate sensori-motoric interaction that effectively supports salient foundations of mathematical concepts is challenging and requires understanding of opportunities and challenges that bodily interaction offers. This study aimed to better understand how young children can, and do, use their bodies to explore geometrical concepts of angle and shape, and what contribution the different sensori-motor experiences make to the comprehension of mathematical ideas. Twenty-nine students aged 6–10 years participated in an exploratory study, with paired and group activities designed to elicit intuitive bodily enactment of angles and shape. Our analysis, focusing on moment-by-moment bodily interactions, attended to gesture, action, facial expression, body posture and talk, illustrated the ‘realms of possibilities’ of bodily interaction, and highlighted challenges around ‘felt’ experience and egocentric vs. allocentric perception of the body during collaborative bodily enactment. These findings inform digital designs for sensory interaction to foreground salient geometric features and effectively support relevant forms of enactment to enhance the learning experience, supporting challenging aspects of interaction and exploiting the opportunities of the body.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":"2 1","pages":"41"},"PeriodicalIF":2.4000,"publicationDate":"2018-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3390/MTI2030041","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Multimodal Technologies and Interaction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3390/MTI2030041","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE","Score":null,"Total":0}
引用次数: 7

Abstract

An increasing body of work provides evidence of the importance of bodily experience for cognition and the learning of mathematics. Sensor-based technologies have potential for guiding sensori-motor engagement with challenging mathematical ideas in new ways. Yet, designing environments that promote an appropriate sensori-motoric interaction that effectively supports salient foundations of mathematical concepts is challenging and requires understanding of opportunities and challenges that bodily interaction offers. This study aimed to better understand how young children can, and do, use their bodies to explore geometrical concepts of angle and shape, and what contribution the different sensori-motor experiences make to the comprehension of mathematical ideas. Twenty-nine students aged 6–10 years participated in an exploratory study, with paired and group activities designed to elicit intuitive bodily enactment of angles and shape. Our analysis, focusing on moment-by-moment bodily interactions, attended to gesture, action, facial expression, body posture and talk, illustrated the ‘realms of possibilities’ of bodily interaction, and highlighted challenges around ‘felt’ experience and egocentric vs. allocentric perception of the body during collaborative bodily enactment. These findings inform digital designs for sensory interaction to foreground salient geometric features and effectively support relevant forms of enactment to enhance the learning experience, supporting challenging aspects of interaction and exploiting the opportunities of the body.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
几何学习与技术设计的身体互动的机遇与挑战
越来越多的研究证明了身体体验对认知和数学学习的重要性。基于传感器的技术有可能以新的方式指导具有挑战性的数学思想的感觉-运动参与。然而,设计环境促进适当的感觉-运动相互作用,有效地支持数学概念的显著基础是具有挑战性的,需要理解身体相互作用提供的机会和挑战。本研究旨在更好地了解幼儿如何使用他们的身体来探索角度和形状的几何概念,以及不同的感觉运动体验对理解数学概念的贡献。29名6-10岁的学生参加了一项探索性研究,进行了配对和小组活动,旨在激发人们对角度和形状的直观身体行为。我们的分析集中于每时每刻的身体互动,包括手势、动作、面部表情、身体姿势和谈话,说明了身体互动的“可能性领域”,并强调了在协作身体表演过程中围绕“感觉”体验和自我中心与非中心的身体感知的挑战。这些发现为感官互动的数字设计提供了信息,以突出显著的几何特征,并有效地支持相关形式的制定,以增强学习体验,支持互动的挑战性方面,并利用身体的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Multimodal Technologies and Interaction
Multimodal Technologies and Interaction Computer Science-Computer Science Applications
CiteScore
4.90
自引率
8.00%
发文量
94
审稿时长
4 weeks
期刊最新文献
Optical Rules to Mitigate the Parallax-Related Registration Error in See-Through Head-Mounted Displays for the Guidance of Manual Tasks Virtual Reality Assessment of Attention Deficits in Traumatic Brain Injury: Effectiveness and Ecological Validity Applying Cognitive Load Theory to eLearning of Crafts The Role of Haptics in Training and Games for Hearing-Impaired Individuals: A Systematic Review “A Safe Space for Sharing Feelings”: Perspectives of Children with Lived Experiences of Anxiety on Social Robots
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1