Supporting spatial skill learning with gesture-based embodied interaction

Embodied cognition;Embodied learning;Gestural interaction;Spatial reasoning;Science, technology, engineering and math (STEM);Design guidelines

Chiu, Po-Tsung ; Fu ; Wai-Tat

关键词: Embodied cognition;    Embodied learning;    Gestural interaction;    Spatial reasoning;    Science, technology, engineering and math (STEM);    Design guidelines;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/99411/CHIU-THESIS-2017.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Prior research has revealed that spatial abilities are crucial for STEM achievement and attainment. The connection between the digital and physical worlds provided by embodied interaction has been shown to enhance performance and engagement in educational contexts. Spatial reasoning is a domain that lends itself naturally to embodied, physical interaction; however, there is little understanding of how embodied interaction could be incorporated into educational technology designed to train spatial reasoning skills. We presented a custom-built computer game for training spatial reasoning skills and a gestural interface that implements embodied interaction design in the learning setting. In addition, we proposed a series of gesture set design derived from an iterative design approach that is easy for children to acquire, shows sufficient congruency to specific spatial operations, and enables robust recognition from the system. Several guidelines for gestural interaction in spatial education games were also extracted from the design process based on an empirical study with students at a local afterschool program. We also compared children's behaviors when playing the game with our gestural interface and traditional mouse-based interface and found that children take more time but fewer steps to complete game levels when using gestures.