Sebastián Marichal
Anadrea Rosales
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.
- 1997. Enriching Mathematics, Cuisenaire Environment. (1997). https://nrich.maths.org/4348 Accessed: 2017-02-08.Google Scholar
- 2007. Critical Learning Instructional Paths Supports (CLIPS). (2007). http://mathclips.ca/swfPlayer.html?swfURL=tools/RelationalRods1.swf Accessed: 2017-02-08.Google Scholar
- 2013. Osmo. (2013). https://www.playosmo.com Accessed: 2017-02-08.Google Scholar
- Edith Ackermann. 1996. Perspective-taking and object construction: two keys to learning. Constructionism in practice: designing, thinking, and learning in a digital world, Lawrence Erlbaum, Mahwah, NJ (1996), 25--35.Google Scholar
- Michael L Anderson. 2003. Embodied cognition: A field guide. Artificial intelligence 149, 1 (2003), 91--130. Google ScholarDigital Library
- Alissa N Antle and Alyssa F Wise. 2013. Getting down to details: Using theories of cognition and learning to inform tangible user interface design. Interacting with Computers 25, 1 (2013), 1--20.Google ScholarCross Ref
- Alissa N. Antle, Alyssa F. Wise, and Kristine Nielsen. 2011. Towards Utopia: Designing Tangibles for Learning. In Proceedings of the 10th International Conference on Interaction Design and Children (IDC '11). ACM, New York, NY, USA, 11--20. DOI: Google ScholarDigital Library
- Steve Benford, Holger Schnadelbach, Boriana Koleva, Bill Gaver, Albrecht Schmidt, Andy Boucher, Anthony Steed, Rob Anastasi, Chris Greenhalgh, Tom Rodden, and others. 2003. Sensible, sensable and desirable: a framework for designing physical interfaces. The Equator Interdisciplinary Research Collaboration (2003).Google Scholar
- Sue Bennett, Karl Maton, and Lisa Kervin. 2008. The `digital natives' debate: A critical review of the evidence. British Journal of Educational Technology 39, 5 (2008), 775--786.Google ScholarCross Ref
- Marcela Bonilla, Sebastián Marichal, Gustavo Armagno, and Tomás Laurenzo. 2010. Designing Interfaces for Children with Motor Impairments: An Ethnographic Approach. In Chilean Computer Science Society (SCCC), 2010 XXIX International Conference of the. IEEE, 246--251. Google ScholarDigital Library
- Katherine H Canobi. 2005. Children's profiles of addition and subtraction understanding. Journal of Experimental Child Psychology 92, 3 (2005), 220--246.Google ScholarCross Ref
- Douglas H Clements. 2000. `Concrete' manipulatives, concrete ideas. Contemporary Issues in Early Childhood 1, 1 (2000), 45--60.Google ScholarCross Ref
- Georges Cuisenaire. 1968. Les nombres en couleurs. Calozet.Google Scholar
- Jodi Forlizzi and Katja Battarbee. 2004. Understanding Experience in Interactive Systems. In Proceedings of the 5th Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques (DIS '04). ACM, New York, NY, USA, 261--268. DOI: Google ScholarDigital Library
- Friedrich Froebel. 1885. The education of man. A. Lovell & Company.Google Scholar
- Caleb Gattegno. 1962. Modern mathematics with numbers in colour. Educational Explorers.Google Scholar
- Rochel Gelman and Charles R Gallistel. 1986. The child's understanding of number. Harvard University Press.Google Scholar
- Arthur M Glenberg, Tiana Gutierrez, Joel R Levin, Sandra Japuntich, and Michael P Kaschak. 2004. Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology 96, 3 (2004), 424.Google ScholarCross Ref
- Susan Goldin-Meadow. 2005. Hearing gesture: How our hands help us think. Harvard University Press.Google Scholar
- Susan Goldin-Meadow and Martha Wagner Alibali. 2013. Gesture's role in speaking, learning, and creating language. Annual review of psychology 64 (2013), 257--283.Google Scholar
- M Horn. 2012. TopCode: Tangible Object Placement Codes. Retrieved from httpz/l users. eecsnorthwester. edit/mmhorn/topcodes (2012).Google Scholar
- Felix Hu, Ariel Zekelman, Michael Horn, and Frances Judd. 2015. Strawbies: Explorations in Tangible Programming. In Proceedings of the 14th International Conference on Interaction Design and Children (IDC '15). ACM, New York, NY, USA, 410--413. DOI: Google ScholarDigital Library
- Jörn Hurtienne. 2017. How Cognitive Linguistics Inspires HCI: Image Schemas and Image-Schematic Metaphors. International Journal of Human-Computer Interaction 33, 1 (2017), 1--20.Google ScholarCross Ref
- Jörn Hurtienne and Luciënne Blessing. 2007. Design for Intuitive Use-Testing image schema theory for user interface design. In 16 th International Conference on Engineering Design. Citeseer.Google Scholar
- Hiroshi Ishii and Brygg Ullmer. 1997. Tangible Bits: Towards Seamless Interfaces Between People, Bits and Atoms. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (CHI '97). ACM, New York, NY, USA, 234--241. DOI: Google ScholarDigital Library
- David Kirsh and Paul Maglio. 1994. On distinguishing epistemic from pragmatic action. Cognitive science 18, 4 (1994), 513--549.Google Scholar
- George Lakoff and Rafael E Núñez. 2000. Where mathematics comes from: How the embodied mind brings mathematics into being. Basic books.Google Scholar
- AD Manches. 2010. The effect of physical manipulation on children's numerical strategies: Evaluating the potential for tangible technology. Ph.D. Dissertation. University of Nottingham.Google Scholar
- Andrew Manches and Claire O'Malley. 2012. Tangibles for learning: a representational analysis of physical manipulation. Personal and Ubiquitous Computing 16, 4 (2012), 405--419. Google ScholarDigital Library
- Andrew Manches, Claire O'Malley, and Steve Benford. 2010. The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials. Computers & Education 54, 3 (2010), 622--640. Google ScholarDigital Library
- Sebastián Marichal, Andrea Rosales, Fernando Gonzalez Perilli, Ana Cristina Pires, Ewelina Bakala, Gustavo Sansone, and Josep Blat. 2017. CETA: Open, Affordable And Portable Mixed-reality Environment For Low-cost Tablets. 19th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (submitted) (2017). Google ScholarDigital Library
- Taylor Martin and Daniel L Schwartz. 2005. Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts. Cognitive science 29, 4 (2005), 587--625.Google Scholar
- Stellan Ohlsson. 1996. Learning to do and learning to understand: A lesson and a challenge for cognitive modeling. (1996).Google Scholar
- Jennifer Piggott. 2004. Mathematics enrichment: What is it and who is it for?. In British Educational Research Association Annual Conference, Vol. 1.Google Scholar
- Sara Price and Carey Jewitt. 2013. A Multimodal Approach to Examining 'Embodiment' in Tangible Learning Environments. In Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction (TEI '13). ACM, New York, NY, USA, 43--50. DOI: Google ScholarDigital Library
- Sara Price, Jennifer G Sheridan, Taciana Pontual Falcão, and George Roussos. 2008. Towards a framework for investigating tangible environments for learning. International Journal of Arts and Technology 1, 3-4 (2008), 351--368.Google ScholarCross Ref
- Mitchel Resnick, Fred Martin, Robert Berg, Rick Borovoy, Vanessa Colella, Kwin Kramer, and Brian Silverman. 1998. Digital Manipulatives: New Toys to Think with. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '98). ACM Press/Addison-Wesley Publishing Co., New York, NY, USA, 281--287. DOI: Google ScholarDigital Library
- Mike Scaife and Yvonne Rogers. 1996. External cognition: how do graphical representations work? International journal of human-computer studies 45, 2 (1996), 185--213. Google ScholarDigital Library
- Lori L Scarlatos. 2002. TICLE: using multimedia multimodal guidance to enhance learning. Information Sciences 140, 1 (2002), 85--103. Google ScholarDigital Library
- Lori L Scarlatos. 2006. Tangible math. Interactive Technology and Smart Education 3, 4 (2006), 293--309.Google ScholarCross Ref
- Jerry Slocum, Jacob Botermans, Dieter Gebhardt, Monica Ma, Xiaohe Ma, Harold Raizer, DIC Sonneveld, and Carla Van Splunteren. 2003. Tangram Book. Sterling Publishing.Google Scholar
- Scott S. Snibbe and Hayes S. Raffle. 2009. Social Immersive Media: Pursuing Best Practices for Multi-user Interactive Camera/Projector Exhibits. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '09). ACM, New York, NY, USA, 1447--1456. DOI: Google ScholarDigital Library
- Andreja Istenic Starcic and Matej Zajc. 2011. An interactive tangible user interface application for learning addition concepts_1217 131.. 135. British Journal of Educational Technology 42, 6 (2011), E131--E135.Google ScholarCross Ref
- Dag Svanæs. 2013. Interaction design for and with the lived body: Some implications of merleau-ponty's phenomenology. ACM Transactions on Computer-Human Interaction (TOCHI) 20, 1 (2013), 8. Google ScholarDigital Library
- Vincent Walsh. 2003. A theory of magnitude: common cortical metrics of time, space and quantity. Trends in cognitive sciences 7, 11 (2003), 483--488.Google Scholar
- Margaret Wilson. 2002. Six views of embodied cognition. Psychonomic bulletin & review 9, 4 (2002), 625--636.Google Scholar
- Matthew Wright, Adrian Freed, and others. 1997. Open sound control: A new protocol for communicating with sound synthesizers. In Proceedings of the 1997 International Computer Music Conference, Vol. 2013. 10.Google Scholar
- Nesra Yannier, Scott E Hudson, Eliane Stampfer Wiese, and Kenneth R Koedinger. 2016. Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment: Evidence from EarthShak. ACM Transactions on Computer-Human Interaction (TOCHI) 23, 4 (2016), 26. Google ScholarDigital Library
- Nesra Yannier, Kenneth R Koedinger, and Scott E Hudson. 2013. Tangible collaborative learning with a mixed-reality game: Earthshake. In International Conference on Artificial Intelligence in Education. Springer, 131--140.Google ScholarCross Ref
- Nesra Yannier, Kenneth R. Koedinger, and Scott E. Hudson. 2015. Learning from Mixed-Reality Games: Is Shaking a Tablet As Effective As Physical Observation?. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI '15). ACM, New York, NY, USA, 1045--1054. DOI: Google ScholarDigital Library
- Oren Zuckerman, Saeed Arida, and Mitchel Resnick. 2005. Extending Tangible Interfaces for Education: Digital Montessori-inspired Manipulatives. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI '05). ACM, New York, NY, USA, 859--868. DOI: Google ScholarDigital Library
Index Terms
- CETA: designing mixed-reality tangible interaction to enhance mathematical learning
Recommendations
CETA: open, affordable and portable mixed-reality environment for low-cost tablets
MobileHCI '17: Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and ServicesMixed-reality environments allow to combine tangible interaction with digital feedback, empowering interaction designers to take benefits from both real and virtual worlds. This interaction paradigm is also being applied in classrooms for learning ...
LETSmath
MobileHCI '18: Proceedings of the 20th International Conference on Human-Computer Interaction with Mobile Devices and Services AdjunctVisual information can be decoded very fast, letting us perceive and process a large amount of data in parallel. There is a lot of knowledge organized as guidelines and recommendations for GUI design. However, for blind people that perceive the world ...
Exploring Perceptual and Motor Gestalt in Touchless Interactions with Distant Displays
TEI '15: Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied InteractionMarkerless motion-sensing promises to position touchless interactions successfully in various domains (e.g., entertainment or surgery) because they are deemed natural. This naturalness, however, depends upon the mechanics of touchless interaction that ...
Comments