{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/99411"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/99411","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Supporting spatial skill learning with gesture-based embodied interaction","abstract":"Prior research has revealed that spatial abilities are crucial for STEM achievement and attainment. The connection between the digital and physical worlds provided by embodied interaction has been shown to enhance performance and engagement in educational contexts. Spatial reasoning is a domain that lends itself naturally to embodied, physical interaction; however, there is little understanding of how embodied interaction could be incorporated into educational technology designed to train spatial reasoning skills. We presented a custom-built computer game for training spatial reasoning skills and a gestural interface that implements embodied interaction design in the learning setting. In addition, we proposed a series of gesture set design derived from an iterative design approach that is easy for children to acquire, shows sufficient congruency to specific spatial operations, and enables robust recognition from the system. Several guidelines for gestural interaction in spatial education games were also extracted from the design process based on an empirical study with students at a local afterschool program. We also compared children's behaviors when playing the game with our gestural interface and traditional mouse-based interface and found that children take more time but fewer steps to complete game levels when using gestures.","abstract_html":"Prior research has revealed that spatial abilities are crucial for STEM achievement and attainment. The connection between the digital and physical worlds provided by embodied interaction has been shown to enhance performance and engagement in educational contexts. Spatial reasoning is a domain that lends itself naturally to embodied, physical interaction; however, there is little understanding of how embodied interaction could be incorporated into educational technology designed to train spatial reasoning skills. We presented a custom-built computer game for training spatial reasoning skills and a gestural interface that implements embodied interaction design in the learning setting. In addition, we proposed a series of gesture set design derived from an iterative design approach that is easy for children to acquire, shows sufficient congruency to specific spatial operations, and enables robust recognition from the system. Several guidelines for gestural interaction in spatial education games were also extracted from the design process based on an empirical study with students at a local afterschool program. We also compared children's behaviors when playing the game with our gestural interface and traditional mouse-based interface and found that children take more time but fewer steps to complete game levels when using gestures.","abstract_has_math":false,"creators":["Chiu, Po-Tsung"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Fu, Wai-Tat"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-03-13T15:49:12Z","date_published":"2018-03-13T15:49:12Z","updated_at":"2026-07-22T22:24:37Z","subjects":["Embodied cognition","Embodied learning","Gestural interaction","Spatial reasoning","Science, technology, engineering and math (STEM)","Design guidelines"],"languages":["en"],"rights":["Copyright 2017 Po-Tsung Chiu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/99411","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fu, Wai-Tat"]},{"key":"dc:creator","label":"Author","values":["Chiu, Po-Tsung"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-03-13T15:49:12Z","2017-12-12","2017-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Embodied cognition","Embodied learning","Gestural interaction","Spatial reasoning","Science, technology, engineering and math (STEM)","Design guidelines"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Po-Tsung Chiu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/99411"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Prior research has revealed that spatial abilities are crucial for STEM achievement and attainment. The connection between the digital and physical worlds provided by embodied interaction has been shown to enhance performance and engagement in educational contexts. Spatial reasoning is a domain that lends itself naturally to embodied, physical interaction; however, there is little understanding of how embodied interaction could be incorporated into educational technology designed to train spatial reasoning skills. We presented a custom-built computer game for training spatial reasoning skills and a gestural interface that implements embodied interaction design in the learning setting. In addition, we proposed a series of gesture set design derived from an iterative design approach that is easy for children to acquire, shows sufficient congruency to specific spatial operations, and enables robust recognition from the system. Several guidelines for gestural interaction in spatial education games were also extracted from the design process based on an empirical study with students at a local afterschool program. We also compared children's behaviors when playing the game with our gestural interface and traditional mouse-based interface and found that children take more time but fewer steps to complete game levels when using gestures.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-03-13 without embargo terms","The student, Po-Tsung Chiu, accepted the attached license on 2017-12-09 at 13:12.","The student, Po-Tsung Chiu, submitted this Thesis for approval on 2017-12-09 at 13:30.","This Thesis was approved for publication on 2017-12-12 at 12:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11934 on 2018-03-13 at 10:12:00","Made available in DSpace on 2018-03-13T15:49:12Z (GMT). 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Spatial reasoning is a domain that lends itself naturally to embodied, physical interaction; however, there is little understanding of how embodied interaction could be incorporated into educational technology designed to train spatial reasoning skills. We presented a custom-built computer game for training spatial reasoning skills and a gestural interface that implements embodied interaction design in the learning setting. In addition, we proposed a series of gesture set design derived from an iterative design approach that is easy for children to acquire, shows sufficient congruency to specific spatial operations, and enables robust recognition from the system. Several guidelines for gestural interaction in spatial education games were also extracted from the design process based on an empirical study with students at a local afterschool program. We also compared children's behaviors when playing the game with our gestural interface and traditional mouse-based interface and found that children take more time but fewer steps to complete game levels when using gestures.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-03-13 without embargo terms","The student, Po-Tsung Chiu, accepted the attached license on 2017-12-09 at 13:12.","The student, Po-Tsung Chiu, submitted this Thesis for approval on 2017-12-09 at 13:30.","This Thesis was approved for publication on 2017-12-12 at 12:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11934 on 2018-03-13 at 10:12:00","Made available in DSpace on 2018-03-13T15:49:12Z (GMT). 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