CAREER: Wearable Tutors in the Embodied Mathematics Classroom

体现(例如，使用细粒度和粗略的运动手势)在年轻学生的数学学习中的作用是公认的。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--一种对物理、真实世界环境的实时查看，其中的元素通过计算机生成的感官输入得到增强，比如声音、视频、图形或GPS数据。该项目将增强现实和体现学习的概念结合在一起，开发了一项新的创新：基于手机的增强现实数学活动。这项研究项目调查了公立小学的这些活动，在那里学生们解决与数学有关的挑战，并鼓励他们在教室、体育馆和操场的真实对象中发现数学。学生们携带着一个基于手机的智能系统(或智能手表)，根据需要支持他们，在他们玩基于多人团队的数学游戏时给出提示和反馈，要求他们在大脑和身体上测量、估计、计算、识别和丢弃环境中的物体。这个项目促进了人们如何通过积极的身体活动学习的科学知识，调查了手和全身运动的作用，以及在我们公立学校的数学教室中基于团队合作的作用。这个项目涉及一种新的网络学习技术类型，称为多模式体现智能学习和辅导环境，支持通过(1)智能辅导系统(ITS)，它可以实时跟踪学生的知识和情感，并通过时刻跟踪学生的心理状态(即知识和情感跟踪)来个性化教学；以及，(2)具身认知和多模式互动(以有意义的方式对环境进行物理作用，以更坚实的方式理解和编码想法)。这个项目建立了一种新的学习技术流派，它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教学系统的好处，智能教学系统包括基于对学生在不同水平上的时刻自动评估和理解而做出的智能教学决定。该项目包括一系列实验干预，调查细粒度手势和粗大运动动作在数学问题解决中的作用。具体地说，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社会互动的作用；以及(3)最有效的具体化活动的要素。

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.