Grasping Derivatives

Our paper, "Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual Reality", is part of Interaction Design and Children (IDC’22).

Three different ways of learning derivatives using embodied interaction: direct-embodied interaction on tablet, direct-embodied interaction in Virtual Reality, and enacted interaction in Virtual Reality

Abstract

Grasping mathematics can be difficult. Often, students struggle to connect mathematical concepts with their own experiences and even believe that math has nothing to do with the real world. To create more concreteness in mathematics education, we focus on the role of the body in learning, and more specifically, embodied interactions for learning derivatives. In this project, we designed an embodied game to teach derivatives, and validated our design with a panel of experts. We then used this prototype to explore different embodied interactions in terms of usability, sense of embodiment, and learning outcomes. In particular, we evaluated different degrees of embodied interactions, and different types of embodied interactions in Virtual Reality. We conclude with insights and recommendations for mathematics education with embodied interactions.

Embodiment Matrix

In order to summarize our conditions, we assembled an "Embodiment matrix". The horizontal axis represents the degree of embodiment. The vertical axis represent the type of embodiment. The TAB condition is a direct-embodied approach with lower embodiment (on a tablet). The DIR condition is also a direct-embodied approach, but with higher embodiment (in Virtual Reality). Finally, the ENA condition is an enacted approach with high embodiment (in Virtual Reality). Please check our paper for more information and references.

Degrees and types of embodiment to order the study conditions

Materials

The video for the IDC paper is available online:

The quantitative study was composed of a preparation intervention of 20 minutes, and an intervention of 1 hour and 30 minutes.

The preparation was composed of:

Protocol for the preparatory intervention

The intervention was composed of:

Protocol for the intervention

Team

Acknowledgments

We would like to thank:

Chatain, Julia, Virginia Ramp, Venera Gashaj, Violaine Fayolle, Manu Kapur, Robert W. Sumner, Stéphane Magnenat. "Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual Reality". In Interaction Design and Children (IDC’22). (2022). (link) (pdf)

Poster - Chatain, Julia, Virginia Ramp, Venera Gashaj, Violaine Fayolle, Manu Kapur, Robert W. Sumner, Stéphane Magnenat. "Grasping Derivatives with Embodied Interactions". Joint Doctoral Program ETH-EPFL Kick-off Event. (2022). (pdf)