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Affording embodied cognition through touchscreen and above-the-surface gestures during collaborative tabletop science learning
International Journal of Computer-Supported Collaborative Learning ( IF 5.611 ) Pub Date : 2021-05-13 , DOI: 10.1007/s11412-021-09341-x
Nikita Soni , Alice Darrow , Annie Luc , Schuyler Gleaves , Carrie Schuman , Hannah Neff , Peter Chang , Brittani Kirkland , Jeremy Alexandre , Amanda Morales , Kathryn A. Stofer , Lisa Anthony

This paper draws upon the theory of embodied cognition to provide a robust account of how gestural interactions with and around multi-touch tabletops can play an important role in facilitating collaborative meaning-making, particularly in the context of science data visualizations. Embodied cognition is a theory of learning that implies that thinking and perception are shaped by interactions with the physical environment. Previous research has used embodied cognition as a theoretical framework to inform the design of large touchscreen learning applications such as for multi-touch tabletops. However, this prior work has primarily assumed that learning is occurring during any motion or interaction, without considering how specific interactions may be linked to particular instances of collaborative learning supported by embodiment. We investigate this question in the context of collaborative learning from data visualizations of global phenomena such as ocean temperatures. We followed a user-centered, iterative design approach to build a tabletop prototype that facilitated collaborative meaning-making and used this prototype as a testbed in a laboratory study with 11 family groups. We qualitatively analyzed learner groups’ co-occurring utterances and gestures to identify the nature of gestural interactions groups used when their utterances signaled the occurrence of embodiment during collaborative meaning-making. Our findings present an analysis of both touchscreen and above-the-surface gestural interactions that were associated with instances of embodied cognition. We identified four types of gestural interactions that promote scientific discussion and collaborative meaning-making through embodied cognition: (T1) gestures for orienting the group; (T2) cooperative gestures for facilitating group meaning-making; (T3) individual intentional gestures for facilitating group meaning-making; and (T4) gestures for articulating conceptual understanding to the group. Our work illustrates interaction design opportunities for affording embodied cognition and will inform the design of future interactive tabletop experiences in the domain of science learning.



中文翻译:

在协作式桌面科学学习过程中通过触摸屏和表面手势来承担体现的认知

本文借鉴了体现认知的理论,以提供一个可靠的说明,说明与多点触摸桌面及其周围的手势交互如何在促进协作意义的形成(特别是在科学数据可视化的背景下)中发挥重要作用。体验式认知是一种学习理论,它意味着思维和感知是与自然环境相互作用的结果。先前的研究已将体现的认知作为一种理论框架,用于为大型触摸屏学习应用程序(如多点触摸桌面)的设计提供信息。但是,这项先前的工作主要假设学习是在任何动作或互动过程中进行的,而不考虑具体程度如何交互可以链接到实施例支持的协作学习的特定实例。我们在从全球现象(例如海洋温度)的数据可视化的协作学习中研究这个问题。我们遵循以用户为中心的迭代设计方法,构建了一个桌面原型,该原型促进了协作意义的形成,并在11个家庭小组的实验室研究中将该原型用作测试床。我们定性地分析了学习者群体的同发话语和手势,以识别当他们的言语暗示协作意义形成过程中体现方式发生时所使用的手势互动小组的性质。我们的发现提出了对与体现认知实例相关的触摸屏和地上手势交互的分析。我们确定了四种类型的手势互动,这些手势互动通过具体的认知促进了科学讨论和协作意义的形成:(T1)用于定向群体的手势;(T2)合作手势,以促进群体意义的形成;(T3)个人的有意手势,以促进群体的意义;(T4)用于向小组表达概念性理解的手势。我们的工作说明了提供体现性认知的交互设计机会,并将为未来在科学学习领域的交互式桌面体验的设计提供信息。(T3)个人的有意手势,以促进群体的意义;(T4)用于向小组表达概念性理解的手势。我们的工作说明了提供体现性认知的交互设计机会,并将为未来在科学学习领域的交互式桌面体验的设计提供信息。(T3)个人的有意手势,以促进群体的意义;(T4)用于向小组表达概念性理解的手势。我们的工作说明了提供体现性认知的交互设计机会,并将为未来在科学学习领域的交互式桌面体验的设计提供信息。

更新日期:2021-05-13
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