Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Extending the Use of Games in Health Care
HICSS '06 Proceedings of the 39th Annual Hawaii International Conference on System Sciences - Volume 05
Virtual rap dancer: invitation to dance
CHI '06 Extended Abstracts on Human Factors in Computing Systems
A responsive and persuasive audio device to stimulate exercise and fitness in children
CHI '06 Extended Abstracts on Human Factors in Computing Systems
International survey on the Dance Dance Revolution game
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
A survey of advances in vision-based human motion capture and analysis
Computer Vision and Image Understanding - Special issue on modeling people: Vision-based understanding of a person's shape, appearance, movement, and behaviour
The mathematical imagery trainer: from embodied interaction to conceptual learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Toward an embodied-interaction design framework for mathematical concepts
Proceedings of the 10th International Conference on Interaction Design and Children
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Previous studies demonstrated that basic numerical skills reliably predict children's future mathematical performance. The spatial representation of numerical magnitude, represented in the form of a mental number line, seems to be of particular importance. Our training program for kindergarten children used a digital dance mat as input device that required children to move their whole body to respond in a magnitude comparison task. By employing such a spatial embodied training method, in a parallel randomized cross-over design, our study with 19 kindergarten children revealed a significant interaction between training condition and repeated exposure to items, implying that children improved more strongly in the dance mat than in the control condition. These results suggest that the use of digital media to train embodied spatial numerical skills may be more effective in basic numerical tasks such as magnitude comparison. We suggest that the involvement of embodied spatial codes, shared by the representation addressed by the task at hand, aids acquisition of task-relevant basic numerical skills.