Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams
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| Title: | Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams |
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| Language: | English |
| Authors: | Camden Bock, Justin Dimmel, Brooke Howlett, Joshua Bohm |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2145517 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Mathematics Education, Geometry, Mathematics Skills, Thinking Skills, Spatial Ability, Mathematics Activities, Handheld Devices, Visual Aids, Mathematics Instruction, Instructional Design, Painting (Visual Arts) |
| Abstract: | Immersive spatial diagrams (three-dimensional diagrams rendered with immersive stereoscopic displays) offer learners the opportunity to extend practices of diagramming in school geometry into a human-scale, spatial context. Learners can use two or more hands to inscribe simultaneously with digital spatial painting tools, a spatial analog of the input affordances of multi-touch tablets. In this study, we describe how learners coordinate their use of multi-hand spatial painting tools to inscribe diagrams. In particular, with human-scale spatial diagrams, learners' embodied inscriptions can center them within the diagram (e.g., with one's torso as an axis) and realize mathematical relationships (e.g., an arm sweeping a circle as a radius). Our analysis suggests that the design of spatial diagramming environments should consider the opportunities for embodied connections afforded by large-scale, collaborative, and multi-handed interactions. [For the complete proceedings, see ED658295.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED658361 |
| Database: | ERIC |
| Abstract: | Immersive spatial diagrams (three-dimensional diagrams rendered with immersive stereoscopic displays) offer learners the opportunity to extend practices of diagramming in school geometry into a human-scale, spatial context. Learners can use two or more hands to inscribe simultaneously with digital spatial painting tools, a spatial analog of the input affordances of multi-touch tablets. In this study, we describe how learners coordinate their use of multi-hand spatial painting tools to inscribe diagrams. In particular, with human-scale spatial diagrams, learners' embodied inscriptions can center them within the diagram (e.g., with one's torso as an axis) and realize mathematical relationships (e.g., an arm sweeping a circle as a radius). Our analysis suggests that the design of spatial diagramming environments should consider the opportunities for embodied connections afforded by large-scale, collaborative, and multi-handed interactions. [For the complete proceedings, see ED658295.] |
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