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We present a new technology-based paradigm to support embodied mathematics educational games, using wearable devices in the form of SmartPhones and SmartWatches for math learning, for full classes of students in formal in- school education settings. The Wearable Learning Games Engine is web based infrastructure that enables students to carry one mobile device per child, as they embark on math team-based activities that require physical engagement with the environment. These Wearable Tutors serve as guides and assistants while students manipulate, measure, estimate, discern, discard and find mathematical objects that satisfy specified constraints. Multi-player math games that use this infrastructure have yielded both cognitive and affective benefits. Beyond math game play, the Wearable Games Engine Authoring Tool enables students to create games themselves for other students to play; in this process, students engage in computational thinking and learn about finite-state machines. We present the infrastructure, games, and results for a series of experiments on both game play and game creation.
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Implementing WearableLearning in the math classroom: an exploration into the affordances of embodied learning through game-play compared to traditional learning technologies
This article reports findings of implementing a novel learning technology called WearableLearning to teach geometry transformations in a math classroom. The paper aims to answer RQ1) To what extent do students learn math with embodied games facilitated by WearableLearning? and RQ2) How do students learn math differently with embodied games enabled by WearableLearning, compared to traditional learning technology? Quantitative results indicate a trend of improvement from pre-test to post-test (t = 1.5, p < 0.1). Qualitative results indicate that games through WearableLearning increase the opportunities for mathematical thinking between students, physical objects, and the learning environment. Qualitative results also indicate that students benefit from additional affordances of support when utilizing WearableLearning compared to traditional learning technologies
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- Award ID(s):
- 2041785
- PAR ID:
- 10558296
- Publisher / Repository:
- Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024
- Date Published:
- Edition / Version:
- 1
- Volume:
- 1
- Issue:
- 1
- Page Range / eLocation ID:
- 530-537
- Format(s):
- Medium: X
- Location:
- Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 530-537. International Society of the Learning Sciences.
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
