Abstract
Embodied cognition posits that the development of thinking skills is distributed among mind, senses, and the environment. Research in this field has resulted into the development of applications in different areas including mathematics. This paper reports one part of a larger series of studies on the design and implementation of embodied cognition-based mathematics educational systems. We describe the evaluation of a game called Estimate It!, a wearable-based game for teaching measurement estimation and geometry. Experts were invited to evaluate the game, resulting in a generally positive rating. The game’s collaborative nature, its hands-on way of teaching estimation, and the incorporation of technology were seen as promising points. Infrastructure readiness, classroom control, and adjustment to the new technology were areas of concern.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Android NFC and Mobile Development Stacks for Web. Accessed May 20, 2016 from https://developer.android.com/reference/android/nfc/package-summary.html.
Esteves, A. (2012). Designing tangible interaction for embodied facilitation. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction (pp. 395–396). ACM.
Esteves, A., van den Hoven, E., & Oakley, I. (2013, February). Physical games or digital games?: Comparing support for mental projection in tangible and virtual representations of a problem-solving task. In Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction (pp. 167–174). ACM.
Hornecker, E., & Buur, J. (200l). Getting a grip on tangible interaction: a framework on physical space and social interaction. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 437–446). ACM.
Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H. C. (2013). Walk the number line—An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74–84.
Malinverni, L., & Burguès, N. P. (2015). The medium matters: the impact of full-body interaction on the socio-affective aspects of collaboration. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 89–98). ACM.
Redish, E. F., & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24(5–6), 561–590.
Rountree, W. L. (2015). Redesigning traditional children’s games to teach number sense and reinforce measurement estimation skills using wearable technology (Master’s Thesis).
Schaper, M. M., Malinverni, L., & Pares, N. (2014). Participatory design methods to define educational goals for full-body interaction. In Proceedings of the 11th Conference on Advances in Computer Entertainment Technology (p. 50). ACM.
Tizen native application development tutorials and developers forum. Accessed Feb 1, 2016 from https://developer.tizen.org/forums/native-application-development/active.
Whitton, N. (2009). Learning and teaching with computer games in higher education. In Connally, T., Stansfield, M., & Boyle, L. (Eds.), Game-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices. Information science reference. New York: Hershey.
Wilson, R. A., & Foglia, L. (2011). Embodied cognition. Accessed April 26, 2016 from http://stanford.library.usyd.edu.au/entries/embodied-cognition/http://stanford.library.usyd.edu.au/entries/embodied-cognition/, http://stanford.library.usyd.edu.au/entries/embodied-cognition/, http://stanford.library.usyd.edu.au/entries/embodied-cognition/.
Acknowledgements
We would like to thank the teacher experts and students for responding to the invitation to evaluate the game. We thank the Ateneo Laboratory for the Learning Sciences (ALLS) for the acquisition of items needed for the migration and the experiments (Samsung Gear S2, respondent tokens, toys and NFC tags etc.). We thank the Department of Information Systems and Computer Science (DISCS) for allowing us to use computer laboratories in order to conduct the evaluation.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Casano, J.D.L., Tee, H., Agapito, J.L., Arroyo, I., Rodrigo, M.M.T. (2019). Evaluation of a Re-designed Framework for Embodied Cognition Math Games. In: Cai, Y., van Joolingen, W., Walker, Z. (eds) VR, Simulations and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-13-2844-2_4
Download citation
DOI: https://doi.org/10.1007/978-981-13-2844-2_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-2843-5
Online ISBN: 978-981-13-2844-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)