Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
Hacking the Nintendo Wii Remote
IEEE Pervasive Computing
Interacting with Computers
Tangibles in the balance: a discovery learning task with physical or graphical materials
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
The use of a digital dance mat for training kindergarten children in a magnitude comparison task
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
The mathematical imagery trainer: from embodied interaction to conceptual learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Don't forget about the sweat: effortful embodied interaction in support of learning
Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction
Evaluating an organic interface for learning mathematics
Proceedings of the 2012 ACM international conference on Intelligent User Interfaces
The choreography of conceptual development in computer supported instructional environments
Proceedings of the 11th International Conference on Interaction Design and Children
Proportion: a tablet app for collaborative learning
Proceedings of the 11th International Conference on Interaction Design and Children
Proportion: learning proportional reasoning together
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
Proceedings of the 12th International Conference on Interaction Design and Children
Feel the burn: exploring design parameters for effortful interaction for educational games
Proceedings of the 12th International Conference on Interaction Design and Children
| Hi-index | 0.00 |
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.