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Creators/Authors contains: "Rasul, Injila"

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  1. ; ; (, Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024)
    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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