CAREER: Wearable Tutors in the Embodied Mathematics Classroom

具体化的作用（例如，在青少年学生的数学学习中，使用精细的和粗大的运动手势）是行之有效的。随着最近手机游戏的成功，公众对增强现实有了更多的认识，增强现实是一种物理的、真实世界环境的实时视图，其中包含通过计算机生成的感官输入（如声音、视频、图形或GPS数据）增强的元素。该项目将增强现实和体验式学习的概念结合在一起，开发了一种新的创新：基于手机的增强现实数学活动。本研究项目调查了公立小学的这些活动，在这些活动中，学生们解决与数学有关的挑战，并被鼓励在教室、体育馆和操场的真实的物体中发现数学。学生携带一个基于手机的智能系统（或智能手表），根据需要为他们提供支持，在他们玩多人团队数学游戏时提供提示和反馈，这些游戏要求他们在头脑和身体中测量，估计，计算，辨别和丢弃环境中的物体。本项目通过研究手部和全身运动的作用，以及公立学校数学教室中团队合作的作用，推进人们如何通过积极的身体活动进行学习的科学知识。本项目涉及一种新的网络学习技术，称为多模式交互式智能学习和辅导环境，通过（1）智能辅导系统（ITS），它可以在真实的时间内追踪学生的知识和情感，并通过对学生心理状态的逐时追踪（即知识和情感追踪）来个性化教学;以及（2）混合认知和多模式互动（以有意义的方式对环境进行物理作用，以更牢固地理解和编码思想）。该项目建立了一种新的学习技术类型，与课堂文化很好地融合在一起，包括动手操作和教育游戏，同时仍然保留了智能辅导系统的好处，该系统包括基于即时自动评估和对学生各个层次的理解的智能教学决策。该项目包括一系列的实验干预，调查在数学问题解决过程中的细粒度手势和粗大运动动作的作用。具体而言，该项目调查（1）这些解决问题的活动对认知和情感结果的影响;（2）个性化反馈和面对面的社会互动的作用;以及（3）最有效的体现活动的元素。

The role of embodiment (e.g., the use of both fine-grained and gross motor gestures) in mathematics learning for young students is well-established. With the recent success of mobile games, there is more public awareness of augmented reality - a real-time view of a physical, real-world environment that has elements that are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This project brings together these concepts of augmented reality and embodied learning to develop a new innovation: mobile-phone-based augmented reality math activities. This research project investigates these activities in public elementary-schools, where students solve math related challenges, and are encouraged to find mathematics in the real objects of classrooms, gyms and playgrounds. Students carry a cell phone-based intelligent system (or a SmartWatch) that supports them as needed, giving hints and feedback as they play multiplayer team-based mathematics games that require them to measure, estimate, compute, discern and discard objects in their environments, both in their minds and using their bodies. This project advances scientific knowledge on how people learn with active physical activities, investigating the role of hand and full-body motions, as well as the role of team-based cooperation in the mathematics classrooms of our public schools.This project involves a new genre of Cyberlearning Technologies called Multi-Modal Embodied Intelligent Learning and Tutoring Environments that supports learning through (1) Intelligent Tutoring Systems (ITS), which can trace students' knowledge and affect in real time, and personalize instruction through moment-by-moment tracking of students' mental states (i.e. knowledge and affective tracing); and, (2) Embodied Cognition and multi-modal interaction (physically acting on the environment in meaningful ways for more solid understanding and encoding of ideas). This project establishes a new genre of learning technologies that blends well with classroom culture, including hands-on manipulatives and educational games, while still retaining the benefits of intelligent tutoring systems, which consist of smart pedagogical decisions based on a moment-to-moment automatic assessment and understanding of the student at various levels. The project includes a series of experimental interventions that investigate the role of fine-grained gestures and gross motor actions during mathematical problem solving. Specifically, the project investigates (1) the impact of these problem-solving activities on cognitive and affective outcomes; (2) the role of personalized feedback and face-to-face social interactions; and, (3) the elements of the embodied activities that are most effective.