The development of ubiquitous computing and sensor network technology has made full-body interaction with computers possible in many scenarios. However, learners encounter different interaction style such as body touch or body demonstration in the interaction style. Therefore, this study attempted to explore the links among learner actions, learning process and peer interactions in the full-body interaction scenarios. A methodology that utilizes wristbands as the interaction devices between computers and children is implemented to support an illustrative full-body interaction scenario. Children reactions revealed that they developed knowledge and connected their body gestures to the symbol notations of mathematics after experiencing the full-body interaction activities. Partner supports in the full-body interaction scenario were frequently carried out by body touch and demonstration.

No abstract