CAREER: Wearable Tutors in the Embodied Mathematics Classroom

体现在年轻学生数学学习中的作用（例如，细粒度和大动作手势的使用）是公认的。随着最近手机游戏的成功，公众对增强现实的认识也越来越多，增强现实是指通过计算机生成的感官输入（如声音、视频、图像或GPS数据）来增强物理、现实世界环境的实时视图。这个项目将这些增强现实和具体化学习的概念结合在一起，开发了一个新的创新：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，学生们在那里解决与数学相关的挑战，并鼓励他们在教室、健身房和操场的真实对象中发现数学。学生们携带一个基于手机的智能系统（或智能手表），根据需要提供支持，在他们玩多人团队数学游戏时给出提示和反馈，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。该项目推进了人们如何通过积极的体育活动学习的科学知识，调查了手部和全身运动的作用，以及团队合作在公立学校数学课堂中的作用。该项目涉及一种新型的网络学习技术，称为多模态嵌入式智能学习和辅导环境，它通过(1)智能辅导系统（ITS）支持学习，该系统可以实时跟踪学生的知识和情感，并通过实时跟踪学生的心理状态（即知识和情感跟踪）来个性化教学；(2)具身认知和多模态交互（以有意义的方式对环境进行物理作用，以更扎实地理解和编码思想）。该项目建立了一种新的学习技术类型，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辅导系统的好处，智能辅导系统包括基于实时自动评估和对学生不同水平的理解的智能教学决策。该项目包括一系列实验干预，研究精细手势和大动作在解决数学问题中的作用。具体而言，该项目调查了(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；(3)体现活动中最有效的要素。

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.