While mathematics is conventionally viewed as an abstract discipline, contemporary perspectives on embodied cognition underscore the significance of integrating students’ bodily experiences into the learning process. However, the efficacy of embodied learning activities, as compared to traditional methods, remains under scrutiny. We argue that both directed and spontaneous bodily actions should be considered when designing embodied learning activities, and explore such bodily actions through two studies. A quantitative user study involving directed bodily actions in Virtual Reality and on tablet reveals vr’s support for math-anxious and body-aware learners, and distinct movement patterns related to varying mathematical abilities. A subsequent qualitative analysis identifies key characteristics of spontaneous bodily actions, namely coarseness, muscle tension, repetitions, anchors, perspective, and metaphors. Derived from both studies, we propose design recommendations, advocating for expanded embodied interaction design, consideration of embodied metaphors, coarse gesturing for deep features identification, supporting of sense-making anchors, and in-vr learning assessments.

Occupational medicine is a vital field for workplace safety and health but often encounters challenges in engaging students and effectively communicating subtle yet critical workplace hazards. To tackle these issues, we developed HistoLab VR, a Virtual Reality (VR) game that immerses participants in a histology lab environment based on real-world practice. Our comprehensive user study with 17 students and experts assessed the game’s impact on hazard awareness, interest in occupational medicine, and user experience through quantitative and qualitative measures. Our findings show that HistoLab VR not just immersed participants in a relatable histology lab worker experience but that it effectively raised awareness about subtle hazards and conveyed the inherent stress of the job. We discuss our results and highlight the potential of VR as a valuable educational tool for occupational medicine training.

Asynchronous digital communication is a widely applied and well-known form of information exchange. Most pieces of technology make use of some variation of asynchronous communication systems, be it messaging or email applications. This allows recipients to process digital messages immediately (synchronous) or whenever they have time (asynchronous), meaning that purely digital interruptions can be mitigated easily. Mixed Reality systems have the potential to not only handle digital interruptions but also interruptions in physical space, e.g., caused by co-workers in workspaces or learning environments. However, the benefits of such systems previously remained untested in the context of Mixed Reality. We conducted a user study ($\mathrm{N}=26$) to investigate the impact that the timing of task delivery has on the participants' performance, workflow, and emotional state. Participants had to perform several cognitively demanding tasks in a Mixed Reality workspace. Inside the virtual workspace, we simulated in-person task delivery either during tasks (i.e., interrupting the participant) or between tasks (i.e., delaying the interruption). Our results show that delaying interruptions has a significant impact on subjective metrics like the perceived performance and workload.

Abstract mathematics can be difficult to grasp, in part because it relies on symbols and formalisms that are powerful yet meaningless to novices unless grounded in concreteness. Although a wide corpus of research focuses on concreteness in mathematics education, the notion of concreteness can be apprehended in various ways and it is not yet clear which specific aspects of concreteness help the learners. In this paper, we explore embodiment as a form of concreteness to ground abstract mathematics. First, we designed and evaluated an embodied learning activity on graph theory. Through a user study with 89 participants, we then compared three approaches: abstraction, manipulated concreteness, and embodied concreteness. Our results show that, compared to abstraction, both forms of concreteness increase learners’ perceived attention, confidence, and satisfaction. However, only embodied concreteness increases perceived relevance and grounding. Moreover, unlike manipulated concreteness, embodied concreteness does not impair learning outcomes nor transfer abilities.

Grasping mathematics can be difficult. Often, students struggle to connect mathematical concepts with their own experiences and even believe that math has nothing to do with the real world. To create more concreteness in mathematics education, we focus on the role of the body in learning, and more specifically, embodied interactions for learning derivatives. In this project, we designed an embodied game to teach derivatives, and validated our design with a panel of experts. We then used this prototype to explore different embodied interactions in terms of usability, sense of embodiment, and learning outcomes. In particular, we evaluated different degrees of embodied interactions, and different types of embodied interactions in Virtual Reality. We conclude with insights and recommendations for mathematics education with embodied interactions.

We present a game creation app for tablets that builds on the popularity of video games while focusing attention on creativity and problem solving. With our app, users design and build a game by first drawing characters and objects on paper with markers and crayons, and then automatically integrate them with our app. An event-based visual programming language allows to program the game logic. In the spirit of creative play, users can jump at any point between the design, programming and test phases in order to realize their imagination. We evaluate our app with a user study to understand how gender and the use of self-made drawings influence the type of games users create and their state of flow during the process. Our results show that letting users draw their own game elements can lead to higher engagement. We also show that girls tend to spend more time programming and less time testing compared to boys, and that our app can help girls gain self-confidence.