虚拟现实在具象具象中的接地图论

Julia Chatain, Rudolf Varga, Violaine Fayolle, Manu Kapur, R. Sumner
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引用次数: 1

摘要

抽象数学可能很难掌握,部分原因是它依赖于符号和形式,这些符号和形式很强大,但对新手来说却毫无意义,除非它们建立在具体的基础上。尽管广泛的研究集中在数学教育中的具体性,但具体性的概念可以从不同的角度来理解,目前还不清楚具体性的哪些具体方面有助于学习者。在本文中,我们探讨具体化作为一种具体形式的基础抽象数学。首先,我们设计并评估了一个关于图论的具身学习活动。通过对89名参与者的用户研究,我们比较了三种方法:抽象、操纵具体性和具体化具体性。我们的研究结果表明,与抽象相比,两种形式的具体性都增加了学习者的感知注意力、信心和满意度。然而,只有具体化的具体才能增加感知的相关性和基础。此外,与操纵具体性不同,具身具体性不会损害学习成果或迁移能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Grounding Graph Theory in Embodied Concreteness with Virtual Reality
Abstract mathematics can be difficult to grasp, in part because it relies on symbols and formalisms that are powerful yet meaningless to novices unless grounded in concreteness. Although a wide corpus of research focuses on concreteness in mathematics education, the notion of concreteness can be apprehended in various ways and it is not yet clear which specific aspects of concreteness help the learners. In this paper, we explore embodiment as a form of concreteness to ground abstract mathematics. First, we designed and evaluated an embodied learning activity on graph theory. Through a user study with 89 participants, we then compared three approaches: abstraction, manipulated concreteness, and embodied concreteness. Our results show that, compared to abstraction, both forms of concreteness increase learners’ perceived attention, confidence, and satisfaction. However, only embodied concreteness increases perceived relevance and grounding. Moreover, unlike manipulated concreteness, embodied concreteness does not impair learning outcomes nor transfer abilities.
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