Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual Reality

Grounding Graph Theory in Embodied Concreteness with Virtual Reality

“…. Aligned with previous work [13], we found no significant differences in usability between the tablet and the vr prototypes (𝑝 = 0.14, 𝑡 (24.0) = 1.52). The tablet prototype received a sus score of 86.54 (𝑆𝐷 = 6.89), qualified as "Excellent" [5], while the vr prototype received a score of 81.35 (𝑆𝐷 = 10.19), qualified as between "Good" and "Excellent".…”

“…Moreover, embodied approaches have been used to build on the need of children for sensory regulation by integrating fidgeting and balancing in the learning activity [86]. Furthermore, direct embodied and enacted approaches have been explored to teach derivatives, demonstrating the importance of aligning the design of the learning activity with the design of the interaction [13].…”

“…To design the embodied interaction with the edges of the graph, we looked at two approaches: direct-embodied and enacted [54,62]. The type of embodiment influences the mathematical concept emphasized, and impacts learning outcomes and persistence [13]. As our activity focuses on the value of the flow in the edge, rather than its variation, we selected a direct-embodied approach.…”

“…In our work, we focus on grounding, and therefore we needed to reconnect our activity with more formal forms of instruction [13].…”

The Hitchhiker’s Guide to Fused Twins: A Review of Access to Digital Twins In Situ in Smart Cities

“…The impact of the physicality of embodiment on interaction and cognition is not yet clear. However, these considerations are of importance because a mismatch between activity design and type of embodiment can result in decreased movements, persistence, and learning outcomes [92].…”