Toward an embodied-interaction design framework for mathematical concepts

Abstract

Recent, empirically supported theories of cognition indicate that human reasoning, including mathematical problem solving, is based in tacit spatial-temporal simulated action. Implications of these findings for the philosophy and design of instruction may be momentous. Here, we build on design-based research efforts centered on exploring the potential of embodied interaction (EI) for mathematics learning. We sketch two emerging, reciprocal contributions: (1) a sociocognitive view on the role of automated feedback in building the perceptuomotor schemes that undergird conceptual development; and (2) a heuristic EI design framework. We ground these ideas in vignettes of children engaging an EI design for proportion. Increasing ubiquity and access to mobile devices geared to avail of EI principles suggests the feasibility of mass-disseminating materials evolving from this line of research.

Feel the burn

“…While a display screen is certainly a tried-and-true way of communicating information to the user, some researchers have begun to explore if the kinesthetic interaction itself can be used to convey educational messages to children [1,4]. Kinesthesia is the sense a person has of the movements of their limbs and joints, and prior research has examined how these kinesthetic sensations can be used as embodied metaphors for communicating content like mathematical ratios [1] or music tempos [4].…”

Multimodal Software For Affective Education: User Interaction Design And Evaluation

“…This theory holds that our reasoning and behaviour are connected to, or influenced by, our physical and social experiences, plus our interaction with the environment [118]. Activities are designed for learners to interact mentally and physically with technology [1,77]. Through this process, users build schematic perceptuomotor structures-that is, they create mental connections between the physical actions they perform while solving problems or responding to cues, and the automated sensory feedback the system gives them [1].…”

“…Activities are designed for learners to interact mentally and physically with technology [1,77]. Through this process, users build schematic perceptuomotor structures-that is, they create mental connections between the physical actions they perform while solving problems or responding to cues, and the automated sensory feedback the system gives them [1]. Embodied interaction contributes to the meaning-making process in learners, focusing on multiple physical modes-from body posture to gaze to physical action and manipulation.…”

“…For example, James Russell's circumplex model of emotion [129] proposes that all affective states arise from two dimensions, one related to valence (a pleasure-displeasure continuum) and the other to arousal (sensation of energy). 1 Chang et al [17] have demonstrated how a multimodal system can support affect by developing a system involving a "Haptic Creature" to support users experiencing trauma. Toby Hede and Andy Hede [62] addressed learning that involves simultaneous interaction with multimodal media elements.…”

“…Their learning objective was for students to understand the concept of proportionality. They created a simple Mathematical Imagery Trainer, to help students understand the proportional equivalence concept with a multimodal system to detect the positions of their hands using a Nintendo Wii controller and hand-held infrared emitters [1,64]. We have taken this concept and used it as a starting point.…”