MaR-T: designing a projection-based mixed reality system for nonsymbolic math development of preschoolers: guided by theories of cognition and learning
| Autor: | Oğuzhan Özcan, Hakan Urey, Elif Salman, Tilbe Göksun, Ceylan Beşevli |
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| Přispěvatelé: | Göksun, Tilbe (ORCID 0000-0002-0190-7988 & YÖK ID 47278), Ürey, Hakan (ORCID & YÖK ID 8579), Salman, Elif, Özcan, Oğuzhan (ORCID 0000-0002-4410-3955 & YÖK ID 12532), Beşevli, Ceyhan, KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR), College of Social Sciences and Humanities, College of Engineering, Graduate School of Sciences and Engineering, Department of Psychology, Department of Electrical and Electronics Engineering |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
05 social sciences
020207 software engineering Cognition 02 engineering and technology Interaction design Space (commercial competition) Social learning Mixed reality User studies Development (topology) Psychology Human-centered computing 0202 electrical engineering electronic engineering information engineering 0501 psychology and cognitive sciences Mixed/augmented reality User interface design Embodied learning Interaction design for children Nonsymbolic math Preschool Tangible interaction Projection (set theory) 050107 human factors Cognitive psychology |
| Zdroj: | IDC '19: Proceedings of the 18th ACM International Conference on Interaction Design and Children IDC |
| Popis: | Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixed-reality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies. European Union (European Union); Horizon 2020; European Research Council (ERC) under the European Union’s Seventh Framework Program; ERC advanced grant agreement; ERC Proof-of-Concept |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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