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Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams

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Title: Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams
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
FullText Text:
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  Data: Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams
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  Data: 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/
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  Data: 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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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Visual Aids
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      – SubjectFull: Instructional Design
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      – SubjectFull: Painting (Visual Arts)
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      – TitleFull: Coordinated Multi-Hand Inscriptions with Collaborative Immersive Spatial Diagrams
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