Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments

Abstract

Designers of educational modules for conceptual learning often rely on procedural frameworks to chart out interaction mechanics through which users will develop target understandings. To date, however, there has been no systematic comparative evaluation of such frameworks in terms of their consequences for learning. This lack of empirical evaluation, we submit, is due to the intellectual challenge of pinning down in what fundamental sense these various frameworks differ and, therefore, along which parameters to conduct controlled comparative experimentation. Toward an empirical evaluation of educationaltechnology design frameworks, this conceptual paper considers the case of dynamic mathematics environments (DME), interactive modules for learning curricular content through manipulating virtual objects. We consider user activities in two paradigmatic DME genres that utilize similar HCI yet different mechanics. To compare these mechanics, we draw from complex dynamic systems theory a constraint-based model of embodied interaction. Task analyses suggest that whereas in one DME genre (GeoGebra) the interaction constraints are a priori inherent in the environment, in another DME genre (Mathematics Imagery Trainer) the constraints are ad hoc emergent in the task. We conjecture differential learning effects of these distinct constraint regimes, concluding that ad hoc emergent task constraints may better facilitate the naturalistic development of cognitive structures grounding targeted conceptual learning. We outline a future empirical research design to compare the pedagogical entailments of these two design frameworks.

The Future of Embodied Design for Mathematics Teaching and Learning

“…Designers' choices respecting the collaborative quality of an educational activity are closely related to the perceived epistemic function of enactment, the available media, the instructional settings, and the desired roles of socialization. For further reviews of designers' beliefs respecting the epistemic role of movement in embodied design, readers are referred to Abrahamson and Bakker (2016), Abrahamson (2018), and Abrahamson and Abdu (2020). Notably, designs premised on a conceptualization of the mathematics learning process as the development of a new sensorimotor perceptual structure may yield different learning outcomes whether a two-handed interaction is performed by an individual student or distributed over two students .…”

Learning clinical skills: an ecological perspective

“…Adding to the traditional scientist-practitioner model, in which the tenets of empiricism are prioritised, this ecological model appreciates that learning also emerges from the interaction between the learner and the physical and psycho-social environment (Brymer & Davids, 2014 ). This ecological approach to learning has been examined in sport (Araújo et al, 2006 ; Woods et al, 2020 ), psychology (Jacobs & Michaels, 2007 ; Lobo et al, 2018 ), education (Abrahamson & Abdu, 2020 ; Abrahamson & Sánchez-García, 2016 ; Brymer & Davids, 2013 , 2014 ; Sharma-Brymer et al, 2018 ; Van Lier, 1997 ), information technology (Davids et al, 1991 ), health (Brymer et al, 2020 ), arts (Leduc, 2013 ), music (Schiavio & Kimmel, 2021 ), medicine (Onyura et al, 2015 ; van der Niet, 2018 ) and even mineral exploration (Davies et al, 2021 ). Individual-environment relationships are reciprocal in that the learner also impacts on the environment.…”