Exploring Projection Based Mixed Reality with Tangibles for Nonsymbolic Preschool Math Education

Salman, Elif; Beşevli, Ceylan; Göksun, Tilbe; Özcan, Oğuzhan; Ürey, Hakan

doi:10.1145/3294109.3300981

Cited by 13 publications

(11 citation statements)

References 25 publications

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“…Work covered in this review a variety of XR systems from the learning standpoint. For example, for the education setting, the reviewed work span from informal learning [42,48,55,64,67,83,84,103]to formal learning [45,46,53,54,65,85], the target learners age range from K-12 children [45,53,54,66,67,85,98] to college students in higher ed settings or other adults [56,65,77,81,83,84,100,101]; the domain subjects that educational XR systems target in our review also span from math [55,56,67,101], science (e.g. physics [44,48,54,99], animal science [41]), programming and coding [60,61], to language learning [47,84,85,98,102,103] and art…”

Section: Summary Of Review Results and Current Barriersmentioning

confidence: 99%

“…To that end, the child places objects which make the stones "gain magical powers" and are asked math questions. Upon the correct answer, Dima will give congratulatory audio feedback and will ask children to "reconsider your answer" if incorrect [66].…”

Section: Nonementioning

confidence: 99%

“…Similarly, in a mixed reality to teach children non-symbolic math, learners place objects "gain magical powers" and solve math questions. Their answer will be "evaluated by" virtual dinosaur (Dima), who will also give immediate corrective feedback [66] When "learning activities" and the "assessment activities" are not separated but deeply integrated, learners do not need to switch back and forth, and the learning experience can happen in a smoothie way, as learners are "unconsciously" assessed through the relatively more enjoyable learning activities.…”

Section: Virtually-enhanced Physical Environmentsmentioning

confidence: 99%

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XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Yang,

Zhou,

Radu

2020

Preprint

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Recently, the HCI community has seen an increased interest in applying Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) into educational settings. Despite many literature reviews, there still lacks a clear framework that reveals the different design dimensions in educational Extended Reality (XR) systems. Addressing this gap, we synthesize a broad range of educational XR to propose the XR-Ed framework, which reveals design space in six dimensions (Physical Accessibility, Scenario, Social Interactivity, Agency, Virtuality Degree, Assessment). Within each dimension, we contextualize the framework using existing design cases. Based on the XR-Ed Design framework, we incorporated instructional design approaches to propose XR-Ins, an instruction-oriented, step-by-step guideline in educational XR instruction design. Jointly, they aim to support practitioners by revealing implicit design choices, offering design inspirations as well as guide them to design instructional activities for XR technologies in a more instruction-oriented and learner-centered way.CCS Concepts: • Human-centered computing → Mixed / augmented reality; Virtual reality; Interactive systems and tools; • Applied computing → Interactive learning environments.

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Section: Summary Of Review Results and Current Barriersmentioning

confidence: 99%

Section: Nonementioning

confidence: 99%

Section: Virtually-enhanced Physical Environmentsmentioning

confidence: 99%

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XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Yang,

Zhou,

Radu

2020

Preprint

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“…Interestingly, a recent and comprehensive review on TUIs [31], reported only a few TUIs on mathematics take advantage of manipulatives. For instance, a tangible-based mixed-reality set-up with a small tabletop projector and depth camera has been tested with children to provide the basis for the development of a TUI aimed at improving non-symbolic math training [44]. Other work explored the feasibility of an embodied experience of mathematics by combining mathematically designed tangibles as a sound design device with an electronic music sequencer as the output device [45].…”

Section: Tangible User Interfacesmentioning

confidence: 99%

Informing the design of a multisensory learning environment for elementary mathematics learning

Cuturi

Cappagli

Yiannoutsou

et al. 2021

J Multimodal User Interfaces

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It is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities within the classroom. To overcome such difficulties, we report here the exemplary design of a novel multisensory learning environment for teaching mathematical concepts based on meaningful inputs from elementary school teachers. First, we developed and administered a questionnaire to 101 teachers asking them to rate based on their experience the learning difficulty for specific arithmetical and geometrical concepts encountered by elementary school children. Additionally, the questionnaire investigated the feasibility to use multisensory information to teach mathematical concepts. Results show that challenging concepts differ depending on children school level, thus providing a guidance to improve teaching strategies and the design of new and emerging learning technologies accordingly. Second, we obtained specific and practical design inputs with workshops involving elementary school teachers and children. Altogether, these findings are used to inform the design of emerging multimodal technological applications, that take advantage not only of vision but also of other sensory modalities. In the present work, we describe in detail one exemplary multisensory environment design based on the questionnaire results and design ideas from the workshops: the Space Shapes game, which exploits visual and haptic/proprioceptive sensory information to support mental rotation, 2D–3D transformation and percentages. Corroborating research evidence in neuroscience and pedagogy, our work presents a functional approach to develop novel multimodal user interfaces to improve education in the classroom.

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“…We conducted a preliminary study with a total of four children (Mage= 3.8 years) [54]. The children were the testers of the system and the sessions were carried out individually [14].…”

Section: Preliminary Design and First User Studymentioning

confidence: 99%

MaR-T

Beşevli

Salman

Göksun

et al. 2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

Self Cite

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Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixedreality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies. CCS CONCEPTS• Human-centered computing~ Mixed/augmented reality • Human-centered computing~ User interface design • Social and professional topics~ Children

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Exploring Projection Based Mixed Reality with Tangibles for Nonsymbolic Preschool Math Education

Cited by 13 publications

References 25 publications

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Informing the design of a multisensory learning environment for elementary mathematics learning

MaR-T

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