two embodied cognition user interface solutions for a math learning game

two embodied cognition user interface solutions for a math learning game

14 Pages · 2016 · 258 KB · English

A user experience case study: two embodied cognition user interface solutions for a math learning game. Antero Lindstedt. TUT Game Lab. Tampere University of Technology, Pori department. Email: [email protected] Kristian Kiili. TUT Game Lab. Tampere University of Technology, Pori department.

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Seminarnet 2016 (author name) This is an Open Access article distributed under the terms of the Creative Commons Attribution 40 Unported (CC BY 4 0) License ( http://creativecommonsorg/licenses /bync/40/ ), permitt ing all non commercial use, distribution, and reproduction in any medium, provided the original work is properly cited Seminarnet International journal of media, technology and lifelong learning Vol 12 – Issue 2 – 2016 A user experience case study: two embodied cognition user interface solutions for a math learning game Antero Lindstedt TUT Game Lab Tampere University of Technology, Pori department Email: [email protected] Kristian Kiili TUT Game Lab Tampere University of Technology, Pori department Email: [email protected] Pauliina Tuomi TUT Game Lab Tampere University of Technology, Pori department Email: [email protected] Arttu Perttula TUT Game Lab Tampere University of Technology, Pori department Email: [email protected] Abstract Gamebased learning solutions provide possibilities to teach conceptual number knowledge in engaging ways The evaluation of user experience and error proneness of the user interface are crucial in the educational game development process and game based assessment In the present study, we investigated how two different user interfaces of the rational number game, Semideus, influenced the game character controlling accuracy and user experience Two user interfaces varying in the intensity of physical activities needed for controlling the game character were compared Thirty six university students played both Semideus game versions for 20 minutes in randomized order In order to compare the tilting (low physical intensity) and walking (high physical intensity) user interfaces we used stealth assessment as an objective measure of controlling accuracy as well as flow Seminarnet International journal of media, technology and lifelong learning Vol 12 – Issue 2 – 20 16 141 experience and playability questionnaires as subjective measures of user experience The results revealed that there was no significant differenc e in game controlling accuracy between the user interface solutions, suggesting that the intensity of the physical activities did not influence the error proneness However, the subjective measures indicated that students appreciated the tilting user inter face significantly more than the walking user interface Implications of the findings for future research and further development of the Semideus game are discussed Keywords: user experience, user interface, embodied cognition, math, fractions, game, learning, education 1 Introduction A good sense of rational numbers creates the founda tions for advanced mathematics However, research in cognitive psychology and mathematics education has revealed that children and even educated adults struggle with und erstanding of rational numbers (Van Dooren, Lehtinen, & Verschaffel, 2015) There is a great deal of evidence that even after considerable mathematics instruction many learners fail to perform adequately even in simple fraction tasks (Siegler et al, 2013; Siegler et al, 2011; Stafylidou & Vosniadou, 2004) Mathematics education researchers have admitted that most of the students’ difficulties with rational numbers can be attributed to inadequate instruction (Vamvakoussi & Vosniadou, 2010) The problem is that the recent advances in modelling numerical development have not been exploited to practices of teachers and the instruction tends to emphasize procedural instead of conceptual knowledge (Bailey, Siegler & Geary, 2014) Given the widespread difficultie s that people face with fractions, traditional instructional methods should be reconsidered and complemented by new tools for fostering fraction knowledge Game based learning solutions may provide possibilities to teach conceptual number knowledge in en gaging way In this

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