Tiny Points In Space - Using Virtual Reality to Visualize CalculusEric Russell, Aline Click, Jason UnderwoodThe goal of this project is to create an inexpensive virtual reality experience to help users better visualize the three-dimensional models, representations, and graphs that are critical to learning advanced mathematics like Calculus. Using relatively inexpensive hardware (a computer, the Oculus Rift and a game controller) and open source software developed as a part of this project, we would like to give advanced mathematics students and instructors a new way to explore three-dimensional representations of mathematics from a first person, immersive perspective.
Mobile Movement Mathematics (M3): Discussing Iterative (re)Design of a Digital Tablet Tutor-Game for Learning FrActionsMichael Swart, Ben Friedman, Sorachai Kornkasem, John Black, Jon Vitale, Sandra Sheppard, Kristin DiQualloResearchers developed Iteration-1 (i1) of a digital tablet tutor-game exploring the impact of narratives (strong (S) vs. weak (W)) and gestural mechanics (conceptual (C) vs. deictic (D)) on players’ understanding of mathematical fractions. Tutor-log data revealed that students using conceptual gestures were significantly more accurate at estimating and denominating fractions than students using deictic gestures and a possible interaction between narrative and gesture. We discuss how these findings, combined with observational notes, student exit surveys and clinical interviews, informed ludological revisions for the redesign of assets, mechanics, pedagogy (instructions/scaffolding/feedback) and narrative for Iteration 2 (i2).
Alice in ArealandKristen DiCerbo, Chris Crowell, Michael John
Alice in Arealand focuses on teaching and assessing geometric measurement, specifically the understanding of area. Many curricula and classes still focus on teaching the formula area = length x width. However, students miss the significance of what the resulting number indicates, namely the number of square units that can fill the space. The key challenge for the game is to simultaneously 1) be engaging 2) scaffold students through the research-based learning progression and 3) gather evidence for the creation of assessment models that indicate whether students have mastered the stages of the progression.
This worked example describes the evolution of game design from multiple perspectives (learning, assessment, and engagement). Using the description of one design problem, it illustrates the push and pull among the perspectives, and a situation where they come to similar conclusions for different reasons.
