Geometry Wall: An Embodied Gesture-based Game for Supporting Spatial Ability

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI:10.1109/TALE54877.2022.00050

Qingtang Liu, Lei Sun, Jingjing Ma, Shufan Yu, Linjing Wu

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Abstract

Research has shown that interaction design based on embodied cognition has a significant effect on the understanding of abstract concepts. Spatial ability as one of the core literacies in mathematics education can be difficult to train. On this basis, we have designed and developed a gesture-based spatial skills game training system, which allows students to manipulate objects synchronously with gestures to complete game tasks, thereby practicing spatial skills. We then invited 20 students to conduct a pre-experiment and recorded the changes in spatial ability, operational data during the learning process, and the acceptance of the technology through questionnaires and system logs. The results showed significant improvements in all dimensions of spatial ability through this game training system, with two processual characteristic sequences reflecting the status of problem-solving strategies used by participants with different styles. In the technology acceptance survey, there were some issues with ease of use, but overall satisfaction with the game system as a whole was high.

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几何墙:一款支持空间能力的具身手势游戏

研究表明，基于具身认知的交互设计对抽象概念的理解有显著的影响。空间能力作为数学教育的核心素养之一，其培养难度较大。在此基础上，我们设计并开发了一个基于手势的空间技能游戏训练系统，学生可以通过手势同步操作物体来完成游戏任务，从而练习空间技能。然后，我们邀请了20名学生进行预实验，通过问卷调查和系统日志记录了学习过程中空间能力、操作数据的变化以及对技术的接受程度。结果表明，通过该游戏训练系统，被试的空间能力各维度均有显著提高，两个过程特征序列反映了不同风格被试的问题解决策略使用状况。在技术接受度调查中，存在一些易用性问题，但整体游戏系统的满意度很高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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