New kinds of embodied interactions that arise in augmented reality dynamic geometry software

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-06-25 DOI:10.1016/j.jmathb.2024.101175

Candace Walkington , Mitchell J. Nathan , Jonathan Hunnicutt , Julianna Washington , Monique Zhou

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引用次数: 0

Abstract

Dynamic geometry software (DGS) has long been studied in mathematics education as a way for students to explore and interact with geometric objects and figures. Recent advances in Augmented Reality (AR) technologies that allow dynamic three-dimensional mathematical objects to appear in students’ environment as holograms have changed the nature of what is possible for a DGS, particularly with respect to embodiment. New forms of embodied interactions may arise in AR-based DGS, as students gesture and move their bodies through their environment, taking different perspectives to interact with these immersive shapes projected in three dimensions. In the present study, we examine videos of 28 high school students interacting with an AR-based version of the DGS GeoGebra, while wearing the Microsoft HoloLens 2 headsets. We document the novel kinds of embodied interactions that the AR environment affords, relating to (1) perspective and orientation, (2) scale, (3) three dimensions. Based on our analysis, we give important directions for future research on DGS and implications for the design of the next generation of holographic DGS.

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增强现实动态几何软件中出现的新型体现式互动

动态几何软件（DGS）作为一种让学生探索几何对象和图形并与之互动的方法，在数学教育领域研究已久。最近，增强现实（AR）技术的发展使动态三维数学对象以全息图的形式出现在学生的环境中，改变了动态几何软件的性质，特别是在体现方面。在基于 AR 的 DGS 中可能会出现新形式的体现互动，因为学生们会在环境中做出手势和移动身体，以不同的视角与这些投射在三维空间中的身临其境的形状进行互动。在本研究中，我们研究了 28 名高中生佩戴微软 HoloLens 2 头显与基于 AR 的 DGS 版本 "GeoGebra "进行交互的视频。我们记录了 AR 环境所提供的各种新颖的身临其境的互动，涉及（1）视角和方向，（2）规模，（3）三个维度。基于我们的分析，我们给出了未来 DGS 研究的重要方向，以及对下一代全息 DGS 设计的影响。

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.