Embodying Students' Geometric Thinking in an Interactive Narrative Game

• In Event: Motivation and Cognition in STEM

Abstract

Researchers developed a motion-capture video game, The Hidden Village (THV), to investigate how physical movement –via in-game directed actions –complements conceptualization of geometric thinking and the generation of transformational proofs. In the current study, college students played The Hidden Village (THV), performing directed actions (unaware of their purpose) and were subsequently asked to consider the veracity of geometry conjectures and provide rationale for their answers. Results indicated that students whose responses included speech complemented by representational and dynamic depictive gestures provided more correct intuitions and insights about geometric conjectures also generated more proofs that were logical and generalizable, including instances of gesture-speech that simulated operations that transformed geometric objects in the given problem space of given conjectures.

Authors

• Michael I. Swart, University of Wisconsin - Madison
  Presenting Author

• Kelsey E. Schenck, Southern Methodist University
  Non-Presenting Author

• Fangli Xia, University of Wisconsin - Madison
  Non-Presenting Author

• Doy Kim, University of Wisconsin-Madison
  Non-Presenting Author

• Matthew M. Grondin, University of Wisconsin - Madison
  Non-Presenting Author

• Candace A. Walkington, Southern Methodist University
  Non-Presenting Author

• Mitchell J. Nathan, University of Wisconsin - Madison
  Presenting Author